Applying Social Cognitive Constructs of Motivation To Enhance Student Success in Online Distance Education.

By Marios Miltiadou, Wilhelmina C. Savenye. 2003

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Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent (2011, background): “Self-Determination Theory (SDT) As suggested by Miltiadou and Savenye (2003), studies of motivation in online learning environments have adopted various frameworks to underpin their research (e.g., Artino, 2008; Shroff et al., 2007; Yukselturk & Bulut, 2007).”
The making of an exemplary online educator (2011, background): “Miltiadou and Savenye (2003) suggested that motivation supports and encourages the beliefs of students that they have the ability to successfully carry out a task.”
Motivation in online learning: Testing a model of self-determination theory (2010, background): “Results from structural equation modeling provided evidence for the mediating effect of need satisfaction between contextual support and motivation/self-determination; however, motivation/self-determination failed to predict learning outcomes.”
Development and Initial Validation of the Online Learning Value and Self-Efficacy Scale (2008, background): “Other authors (see, for example, Lynch & Dembo, 2004; Miltiadou & Savenye, 2003) have developed similar online technology self-efficacy scales, but again, these instruments were aimed at assessing efficacy for a slightly different domain of functioning (i.e., Web-based learning environments that…”