Designing for Improved Motivation as an Outcome in a Postsecondary Online Course

• In Event: 31.063 - The Design of Teacher Tools, Evaluative Tools, and Learning Environments That Promote Motivation and Design Thinking

Abstract

This study examined the impact of design and technology in an online learning module on the topic of note taking in a postsecondary study-strategies course, where online students’ motivation had traditionally suffered in comparison with students in a face-to-face version of the same course. The design process followed the ADDIE model and was informed by Self-Determination Theory. The design aims support online students’ interest, value, autonomy, competence, and relatedness. Regression analyses revealed that various motivational factors positively predicted note-taking and study strategies in both course formats. Repeated-measures MANOVA demonstrated that, with the exception of sense of relatedness, students’ motivation in both course formats was higher upon completion of the note-taking module. The study offers implications for designing for increased motivation.

Authors

• Kui Xie, The Ohio State University

• Lauren C. Hensley, The Ohio State University

• Lynn A. Trinko, The Ohio State University

• Zhiru Sun, The Ohio State University