A Mixed-Methods Study of Graduate Students' Self-Determined Motivation in Synchronous Hybrid Learning Environments

• In Event: 61.086 - Roundtable Session 21
  In Roundtable Session: 61.086-3 - Motivational and Cognitive Processes: Computers, Video, Technology, and Online Learning

Abstract

Synchronous hybrid delivery (simultaneous teaching of on-campus and online students using webconferencing) is becoming more common in higher education; however, little is known about student motivation in this modality. The purpose of this study was to examine Ryan and Deci’s (2000) self-determination theory in a multiphase mixed-methods investigation of students’ need satisfaction, motivation, and achievement in synchronous hybrid courses (QUAN → QUAL → quan). Survey 1 showed that online students felt less relatedness than on campus students. Follow-up focus groups revealed four primary themes: technology influence, instructor impact, program structure, and peer relationships. In-vivo quotations were used to develop a scale to assess students’ self-efficacy regarding their ability to develop relationships. Survey 2 indicated that this scale had good psychometric quality.

Authors

• Nikolaus Theodor Butz, University of North Dakota

• Robert H. Stupnisky, University of North Dakota