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Title: Autonomous motivation and study return in higher distance education. Case study research regarding potential policies enhancing autonomous motivation in online education in order to increase study return.
Other Titles: Autonome motivatie en studierendement in het hoger afstandsonderwijs. Een case-studie over mogelijke beleidsmaatregelen die de autonome motivatie in online onderwijs verhogen om het studierendement te verbeteren.
Authors: Bothof, Meliana
Keywords: e-learning
online education
autonomous motivation
study return
distance education
adult learner
institutional policies
design based research
Issue Date: 16-Jan-2017
Publisher: Open Universiteit
Abstract: Macro environmental developments and developments in distance education paint a picture of a changing learning culture and an increasing role for distance education; life-long-learning in combination with place and time independent learning. However, study return in distance education is low. Societal developments make it necessary that study return improves. Technological developments facilitate this. In order to achieve an increase in study return, motivation that supports studying is needed. An accepted and empirical proven theory and the basis of this research study is Ryan, and Deci’s Self Determination Theory. E-learning (e-learning pedagogy, online tools and feedback), individual characteristic generation and motivational factors (relatedness, autonomy and competence) influence the degree of autonomous motivation. Autonomous motivation in turn affects study return. For using autonomous motivation to increase study return, organisational policies are necessary. Based on the above mentioned, the aim in this case study research is to design policies that may contribute to increase study returns in higher distance education. The case used is the university of applied science NHA, a privately owned company in distance education. The study took place in three phases. Phase 1 consisted of a deepening literature study on the concepts of e-learning pedagogy, online tools, feedback, generation and motivation. Qualitative research was used in order to retrieve the vision of important stakeholders. Phase 2 started with making a preliminary design, that was tested through quantitative survey research on two actors in the educational process: lecturers and students. 46% of the lecturers population participated in the research, both men and women. The questionnaire consisted of three parts, partly based on the Problems in Schools Questionnaire and partly self-developed. Of the actor students 4.6% of the population participated in the study. Also here the questionnaire was party self-developed and partly based on the Self-Regulation Questionnaire Academic. The main results of both quantitative studies were used to design a a model that can be used to design policies (third and last phase of the study) to improve autonomous motivation. In this model the concepts pedagogical framework and organisational representatives are supported by an e-learning platform and these concepts are placed in its internal and external context. To fulfil basic psychological needs of adult learners, policies need to comprise of: learners need to be autonomous in making choices, including the amount of aid and guidance needed; need to feel competent in what they do through the use of instruments such as collaboration, community of practise, peer feedback and communication functions; and need to feel related to the institution through connectedness with the lecturer or other representatives by receiving appropriate feedback, clear instructions and guidance system.
Description: Bothof, M. (2017).Autonomous motivation and study return in higher distance education. Case study research regarding potential policies enhancing autonomous motivation in online education in order to increase study return. Januari, 16, 2017, Heerlen, Nederland: Open Universiteit.
Appears in Collections:MSc Learning Sciences

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