Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation
By Hamdan A. Alamri, Victoria Lynn Lowell, William R. Watson, Sunnie Lee Watson. Proceedings of the 2020 AERA Annual Meeting, 2020
288 citations recorded by the source corpus.
Abstract In this qualitative comparison study, we examine the perceived efficacy of using personalized learning (PL) activities based on PL principles to support students’ psychological need satisfaction and intrinsic motivation in an online course using a traditional one-size-fits-all model. We apply self-determination theory as a framework to investigate students’ perceptions of their psychological need satisfaction (e.g., competence, autonomy, and relatedness) and relation to students’ intrinsic motivation when enrolled in an online course implementing PL principles. Overall, the study results showed the potential of implementing personalized learning principles in online courses to support students’ psychological need satisfaction (e.g., autonomy and competence) and intrinsic motivation. Furthermore, students perceived the PL interventions as engaging and effective in meeting their learning needs and interests.
Subfields: Developmental and Educational Psychology, Social Psychology, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/baff41dde7c291a7c256a4e576bd6da101c69f02
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In Developmental and Educational Psychology
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Citations in the corpus
- Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic (2021, background): “…teachers will consider student perspectives, allow for choices around learning, give a rationale when choice is constrained, avoid the use of controlling language, and reduce unnecessary stress and demands on students (Alamri et al., 2020; Lee et al., 2015; Trenshaw et al., 2016; Xie et al., 2006).”
- 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).”
- Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot (2023, unknown): “SDT-based research on learning and technology has not only suggested instructional designs, but also emphasized the importance of teacher needs support (Alamri et al., 2020; Chiu, 2021a, 2021b, 2022).”