Improving Student Relatedness Through an Online Discussion Intervention: Applying Self-Determination Theory in Synchronous Hybrid Programs

• In Event: Roundtable Session 7
  In Roundtable Session: Innovative Intervention Research

Abstract

Synchronous hybrid delivery (simultaneous teaching of online and on-campus students using webconferencing) is becoming more common in higher education; however, courses taught in this format often limit relatedness development among students. The purpose of this convergent parallel mixed methods study (QUAN+qual=triangulation) was to implement an online discussion board intervention designed to scaffold relatedness development. The methods involved a pretest-posttest experimental design in which students were randomly assigned to either the experimental group (n = 41), wherein they participated in the intervention, or the control group (n = 42), wherein they attended classes without any auxiliary interactions. The results indicated that students who participated in the intervention significantly improved their self-efficacy for developing relatedness with individuals in the online attendance mode.

Authors

• Nikolaus Theodor Butz, University of North Dakota

• Robert H. Stupnisky, University of North Dakota