Examining Motivation in Online Distance Learning Environments: Complex, Multifaceted, and Situation-Dependent

• Published in: International review of research in open and distance learning Vol. 12; no. 6; pp. 20 - 38
• Main Authors: Hartnett, Maggie, St. George, Alison, Dron, John
• Format: Journal Article
• Language: English
• Published: Athabasca Athabasca University Press (AU Press) 01.10.2011; International Review of Research in Open and Distance Learning; Athabasca University; Athabasca University Press
• Subjects: Case Studies; College students; Context Effect; Distance Education; Distance learning; e-learning; Educational Environment; Electronic Learning; Elementary Education; extrinsic; Foreign Countries; intrinsic; Learning Motivation; Motivation; New Zealand; Online Courses; Online instruction; online learning; Preservice Teacher Education; Preservice Teachers; Self Determination; self-determination theory; Student Characteristics; Theories; New Zealand
• ISSN: 1492-3831; 1492-3831
• DOI: 10.19173/irrodl.v12i6.1030

Existing research into motivation in online environments has tended to use one of two approaches. The first adopts a trait-like model that views motivation as a relatively stable, personal characteristic of the learner. Research from this perspective has contributed to the notion that online learners are, on the whole, intrinsically motivated. The alternative view concentrates on the design of online learning environments to encourage optimal learner motivation. Neither approach acknowledges a contemporary view of motivation that emphasises the situated, mutually constitutive relationship of the learner and the learning environment. Using self-determination theory (SDT) as a framework, this paper explores the motivation to learn of preservice teachers in two online distance-learning contexts. In this study, learners were found to be not primarily intrinsically motivated. Instead, student motivation was found to be complex, multifaceted, and sensitive to situational conditions.