AbstractOnline education has the potential for radically altering the field of education within our lifetime. Unfortunately, too many programs are being developed as a cost saving measure with little regard to the pedagogical needs of this emergent field. If this field is to develop in such a way that it meets the needs of the future generations, it must be grounded in theories of learning and motivation.
This paper describes a research study of behavioral intentions to use a virtual learning environment for international high school students. Unlike many other earlier technology acceptance studies, it is grounded in a rich motivational theory of learning: Selfdetermination theory. The study also includes a new conceptual diagram, the Motivation Enhanced Technology Acceptance (META) Model to study of the phenomenon of technology acceptance from a motivational perspective. This is a Design-based research study and, as such, has both practical and theoretical goals. It seeks to refine theories of technology acceptance and use by grounding them in Self-determination theory. It also seeks to provide a usable solution to guide practitioners in designing online course.
|Date of Award||19 Jun 2019|
|Supervisor||Ioannis Costas Batlle (Supervisor) & Sam Carr (Supervisor)|
- Self-determination theory
- Technology acceptance
- Sense of community index
- Online learning
- Virtual Learning
- Psychological sense of community
What's the Big Idea?: The role of social interaction as a motivator in online classes
Snyder, R. (Author). 19 Jun 2019
Student thesis: Doctoral Thesis › Doctor of Education (EdD)