Examining Online Learners' Barriers, Motivations, and Behavioral Intentions With Self-Determination Theory

• In Event: Exploring Self-Determination in Online Learning

Abstract

Unlike studies conducting prior to the pandemic that focused on voluntary online learners, this study reevaluated the perception of online learners in a new context where they were forced to take online classes. More specifically, this study investigated online learners’ barriers and their relationship to learners’ motivation and behavioral intentions. In understanding learners’ motivation, this study adopts self-determination theory (SDT). Using the time-lagged data collection method, this study examined a proposed structural model. The result revealed learners’ barriers to online learning are negatively associated with perceived autonomy, competence, and relatedness in SDT. Among the three SDT constructs, only perceived autonomy has positive relationships with behavioral intention to use online learning in the future.

Authors

• Doyeun Kim, Temple University

• Insook Han, Temple University