Extending the Traditional Classroom Through Online Discussion: The Role of Student Motivation

By Kui Xie, T. Debacker, C. Ferguson. 2006

250 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1d6d33aea383a781d86d7775ac77e73810439919

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Social Psychology

In Sociology and Political Science

Citations in the corpus

Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent (2011, background): “Of these, intrinsic–extrinsic motivation theory has often been used to explore students’ reasons for engagement in online environments (e.g., Martens, Gulikers, & Bastiaens, 2004; Xie et al., 2006).”
Online Teaching and Learning Experiences During the COVID-19 Pandemic – A Comparison of Teacher and Student Perceptions (2021, result): “This echoes our assumption and previous research that suggests the importance of students’ perceived value of online learning activities on their attitude toward the online course (Xie et al., 2006).”
Motivation in online learning: Testing a model of self-determination theory (2010, methodology): “The Xie et al. (2006) study represented preliminary success in applying SDT to the online learning environment.”
Digital support for student engagement in blended learning based on self-determination theory (2021, background): “For example, teachers can give students choices in terms of learning in an online discussion forum (Xie et al., 2006), allow for self-paced learning, and avoid setting deadlines for online learning tasks (Alamri et al., 2020).”
Investigating students' perceptions of motivating factors of online class discussions (2017, background): “Furthermore, Xie, DeBacker, and Ferguson (2006) and Rollag (2010) noted that when the instructor displays little or no involvement in the online class discussions, the students feel ignored and are less willing to contribute.”
Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic (2021, background): “…online learning, structuring teachers will design well-structured discussion forums (Vonderwell et al., 2007) and multiple user-friendly functions (Xie et al., 2006), organize peer moderation to allow students to share information with peers (Xie & Ke, 2011), provide strong guidance during online…”
From Moodle to Facebook: Exploring students' motivation and experiences in online communities (2013, background): “Meanwhile, more research endeavors are also needed to deepen our understanding of students’ motivation for participating in online discussions (Cheung et al., 2008; Thompson, 2007; Xie et al., 2006).”