Exploring Relationships between Motivation and Learning in Online and Blended Learning – A Meta-Analytic Review

• In Event: DDL- Motivation and Social Learning in Online and Blended Courses

Short Description

Building on the work of Honicke and Broadbent (2016) and Richardson et al. (2012), this review explores the relationships between self-efficacy, locus of control, intrinsic/extrinsic motivation, goal orientation and student learning/performance in online and blended learning. The overall relationship between motivation and learning is modest (r = 0.101) with a large degree Q(81) = 621.26, p = 0.01 and ratio I2 = 87.0% of heterogeneity that warrant subgroup analyses and reporting.

Authors

• Contributor: Andrew Walker, Utah State University

• Contributor: Raechel Soicher, MIT

• Contributor: Naomi Aguiar, Oregon State University

• Contributor: Yu-Chun Kuo, Rowan University

• Contributor: Jessica Resig, The Pennsylvania State University