Supporting Students’ Motivation in College Online Courses

• In Event: Roundtable Session 127
  In Roundtable Session: Strategies for Encouraging Self-Regulation and Motivation in an Online Environment

Abstract

The current study investigated changes in student self-regulated motivation in college online course settings. The study examined the relations between students’ self-regulated motivation and four other variables (students’ interests in course content, students’ perception of their instructor’s interaction type, students’ technology self-efficacy, and students’ perception of online learning environments using constructivist-based pedagogy), and the interactions among these variables. 140 students in 19 online courses participated in this study. Correlational and hierarchical linear modeling analyses revealed that both instructors’ autonomy supportive interaction and learning environments using constructivist-based pedagogy predicted students’ autonomous self-regulated motivation. Students’ autonomous self-regulated motivation was positively and significantly correlated with students’ self-reported engagement, satisfaction, and course grades.

Author

• Jae-Eun Russell, University of Iowa