Factors undermining motivation in place-based blended learning
A report on one aspect of a case study that explores motivation to learn in an online distance environment. The study adopts self-determination theory (SDT) as a theoretical framework and focuses on the underlying concept of autonomy. This is used to explore ways in which certain social and contextual factors, that fail to accommodate the autonomy needs of learners in a blended learning environment, can undermine perceptions of personal agency. This, in turn, has a detrimental effect on self-determined types of motivation including intrinsic motivation. Results from a group of learners, situated in a co-located blended learning context, are presented.
Case study methodology was used to explore the complex phenomenon of motivation. Reported here, is one aspect of a larger study over 6 weeks in which students were required to work collaboratively in small groups. Data gathered from one student group, which formed part of the larger group is presented here. The co-located students completed coursework via the WebCT Learning Management System in the same manner as distance students. Data collection procedures comprised questionnaires, interviews, archived online data, achievement data and course resources. Learner motivation was measured using the Situational Motivational Scale (SIMS). A Likert scale measures each motivation sub-type.
Hartnett, M. Factors undermining motivation in place-based blended learning. Paper presented at ASCILITE Conference 2009, Auckland, New Zealand.