The Resource Motivation in Online Education
Motivation in Online Education
- Language
- eng
- Extent
- 1 online resource (149 pages)
- Contents
-
- Foreword -- The Central Problem -- The Systemic Motivational Problems of Traditional Educational Systems -- All Together Now -- Teacher Control -- Why Online Is Different -- The Complex Nature of Motivation in Online Education -- References -- Preface -- Structure of the Book -- Acknowledgements -- Contents -- List of Figures -- List of Tables -- Abbreviations -- 1 Introduction -- Abstract -- 1.1 Background -- 1.2 Research Issues -- References -- 2 The Importance of Motivation in Online Learning -- Abstract -- 2.1 Motivation and Online Education -- 2.2 Online Learning -- 2.2.1 Definition -- 2.2.2 Learner Autonomy and Control in Online Learning -- 2.2.3 Contemporary Theories of Learning -- 2.2.4 The Role of Interaction in Online Learning -- 2.3 Motivation to Learn in Online Environments -- 2.3.1 What is Motivation? -- 2.3.2 Why is Motivation Important? -- 2.3.3 Motivation, the Learning Environment and the Learner -- 2.3.3.1 Motivation from a Learning Design Perspective -- 2.3.3.2 Motivation from a Learner Trait Perspective -- 2.3.3.3 Motivation from a Situational Perspective -- 2.4 Self-determination Theory as a Framework for Studying Online Motivation -- 2.5 Summary -- References -- 3 The Case Studies -- Abstract -- 3.1 Background to the Study -- 3.2 The Nature of Motivation -- 3.2.1 Case Study 1 -- 3.2.2 Case Study 2 -- 3.2.3 Comparing the Cases -- 3.3 Influences on Motivation -- 3.3.1 Autonomy -- 3.3.1.1 Influences that Support Autonomy -- 3.3.1.2 Influences that Undermine Autonomy -- 3.3.1.3 Summary of Autonomy Influences -- 3.3.2 Competence -- 3.3.2.1 Influences that Support Competence -- 3.3.2.2 Influences that Undermine Competence -- 3.3.2.3 Summary of Competence Influences -- 3.3.3 Relationships -- 3.3.3.1 Influences that Support a Sense of Relatedness -- 3.3.3.2 Influences that Undermine a Sense of Relatedness
- 3.3.3.3 Summary of Relatedness Influences -- 3.4 Summary -- References -- 4 What Do the Case Studies Tell Us About Motivation? -- Abstract -- 4.1 Introduction -- 4.2 The Nature of Motivation -- 4.2.1 Motivation Is Affected by Context -- 4.2.2 Different Types of Motivation Co-Exist in a Complex Mix -- 4.3 Supportive Motivational Influences -- 4.3.1 The Role of Teachers -- 4.3.1.1 Teacher Influences that Support the Competence Needs of Learners -- 4.3.1.2 Teacher Influences that Support the Autonomy Needs of Learners -- 4.3.1.3 Teacher Influences that Supported the Relatedness Needs of Learners -- 4.3.2 Learning Activities -- 4.3.2.1 Learning Activity Influences that Supported the Competence Needs of Learners -- 4.3.2.2 Learning Activity Influences that Supported the Autonomy Needs of Learners -- 4.3.3 Other Learners -- 4.3.3.1 Peers Influences that Supported the Competence Needs of Learners -- 4.3.3.2 Peer Influences that Supported the Autonomy Needs of Learners -- 4.3.3.3 Peer Influences that Supported the Relatedness Needs of Learners -- 4.4 Undermining Motivational Influences -- 4.4.1 The Role of Teachers -- 4.4.1.1 Teacher Influences that Undermined the Competence Needs of Learners -- 4.4.1.2 Teacher Influences that Undermined the Autonomy Needs of Learners -- 4.4.2 Learning Activities -- 4.4.2.1 Learning Activity Influences that Undermined the Competence Needs of Learners -- 4.4.2.2 Learning Activity Influences that Undermined the Autonomy Needs of Learners -- 4.4.2.3 Learning Activity Influences that Undermine the Relatedness Needs of Learners -- 4.4.3 Other Learners -- 4.4.3.1 Peer Influences that Undermined the Autonomy Needs of Learners -- 4.4.3.2 Peer Influences that Undermined the Relatedness Needs of Learners -- 4.5 Summary -- References -- 5 Motivation Guidelines for Teachers, Designers and Learners -- Abstract
- 5.1 What Teachers Can Do to Support the Motivation of Online Learners -- 5.1.1 Autonomy Support -- 5.1.2 Competence Support -- 5.1.3 Relatedness Support -- 5.2 What Designers Can Do to Help Support Learner Motivation -- 5.2.1 Autonomy Support -- 5.2.2 Competence Support -- 5.2.3 Relatedness Support -- 5.3 Knowing What Helps-Motivation Guidelines When Working with Other Learners -- 5.3.1 Autonomy Support -- 5.3.2 Competence Support -- 5.3.3 Relatedness Support -- References -- 6 Concluding Remarks -- Abstract -- 6.1 Conclusions -- 6.1.1 Motivation to Learn Online is Complex, Multidimensional and Situation-Dependent -- 6.1.2 Social and Contextual Factors Influence the Motivation Experienced by Online Learners -- 6.2 Future Directions -- 6.3 Final Thoughts -- References
- Isbn
- 9789811007002
- Label
- Motivation in Online Education
- Title
- Motivation in Online Education
- Language
- eng
- Cataloging source
- MiAaPQ
- Literary form
- non fiction
- Nature of contents
- dictionaries
- Label
- Motivation in Online Education
- Link
- http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4442166
- Carrier category
- online resource
- Carrier category code
- cr
- Carrier MARC source
- rdacarrier
- Color
- multicolored
- Content category
- text
- Content type code
- txt
- Content type MARC source
- rdacontent
- Contents
-
- Foreword -- The Central Problem -- The Systemic Motivational Problems of Traditional Educational Systems -- All Together Now -- Teacher Control -- Why Online Is Different -- The Complex Nature of Motivation in Online Education -- References -- Preface -- Structure of the Book -- Acknowledgements -- Contents -- List of Figures -- List of Tables -- Abbreviations -- 1 Introduction -- Abstract -- 1.1 Background -- 1.2 Research Issues -- References -- 2 The Importance of Motivation in Online Learning -- Abstract -- 2.1 Motivation and Online Education -- 2.2 Online Learning -- 2.2.1 Definition -- 2.2.2 Learner Autonomy and Control in Online Learning -- 2.2.3 Contemporary Theories of Learning -- 2.2.4 The Role of Interaction in Online Learning -- 2.3 Motivation to Learn in Online Environments -- 2.3.1 What is Motivation? -- 2.3.2 Why is Motivation Important? -- 2.3.3 Motivation, the Learning Environment and the Learner -- 2.3.3.1 Motivation from a Learning Design Perspective -- 2.3.3.2 Motivation from a Learner Trait Perspective -- 2.3.3.3 Motivation from a Situational Perspective -- 2.4 Self-determination Theory as a Framework for Studying Online Motivation -- 2.5 Summary -- References -- 3 The Case Studies -- Abstract -- 3.1 Background to the Study -- 3.2 The Nature of Motivation -- 3.2.1 Case Study 1 -- 3.2.2 Case Study 2 -- 3.2.3 Comparing the Cases -- 3.3 Influences on Motivation -- 3.3.1 Autonomy -- 3.3.1.1 Influences that Support Autonomy -- 3.3.1.2 Influences that Undermine Autonomy -- 3.3.1.3 Summary of Autonomy Influences -- 3.3.2 Competence -- 3.3.2.1 Influences that Support Competence -- 3.3.2.2 Influences that Undermine Competence -- 3.3.2.3 Summary of Competence Influences -- 3.3.3 Relationships -- 3.3.3.1 Influences that Support a Sense of Relatedness -- 3.3.3.2 Influences that Undermine a Sense of Relatedness
- 3.3.3.3 Summary of Relatedness Influences -- 3.4 Summary -- References -- 4 What Do the Case Studies Tell Us About Motivation? -- Abstract -- 4.1 Introduction -- 4.2 The Nature of Motivation -- 4.2.1 Motivation Is Affected by Context -- 4.2.2 Different Types of Motivation Co-Exist in a Complex Mix -- 4.3 Supportive Motivational Influences -- 4.3.1 The Role of Teachers -- 4.3.1.1 Teacher Influences that Support the Competence Needs of Learners -- 4.3.1.2 Teacher Influences that Support the Autonomy Needs of Learners -- 4.3.1.3 Teacher Influences that Supported the Relatedness Needs of Learners -- 4.3.2 Learning Activities -- 4.3.2.1 Learning Activity Influences that Supported the Competence Needs of Learners -- 4.3.2.2 Learning Activity Influences that Supported the Autonomy Needs of Learners -- 4.3.3 Other Learners -- 4.3.3.1 Peers Influences that Supported the Competence Needs of Learners -- 4.3.3.2 Peer Influences that Supported the Autonomy Needs of Learners -- 4.3.3.3 Peer Influences that Supported the Relatedness Needs of Learners -- 4.4 Undermining Motivational Influences -- 4.4.1 The Role of Teachers -- 4.4.1.1 Teacher Influences that Undermined the Competence Needs of Learners -- 4.4.1.2 Teacher Influences that Undermined the Autonomy Needs of Learners -- 4.4.2 Learning Activities -- 4.4.2.1 Learning Activity Influences that Undermined the Competence Needs of Learners -- 4.4.2.2 Learning Activity Influences that Undermined the Autonomy Needs of Learners -- 4.4.2.3 Learning Activity Influences that Undermine the Relatedness Needs of Learners -- 4.4.3 Other Learners -- 4.4.3.1 Peer Influences that Undermined the Autonomy Needs of Learners -- 4.4.3.2 Peer Influences that Undermined the Relatedness Needs of Learners -- 4.5 Summary -- References -- 5 Motivation Guidelines for Teachers, Designers and Learners -- Abstract
- 5.1 What Teachers Can Do to Support the Motivation of Online Learners -- 5.1.1 Autonomy Support -- 5.1.2 Competence Support -- 5.1.3 Relatedness Support -- 5.2 What Designers Can Do to Help Support Learner Motivation -- 5.2.1 Autonomy Support -- 5.2.2 Competence Support -- 5.2.3 Relatedness Support -- 5.3 Knowing What Helps-Motivation Guidelines When Working with Other Learners -- 5.3.1 Autonomy Support -- 5.3.2 Competence Support -- 5.3.3 Relatedness Support -- References -- 6 Concluding Remarks -- Abstract -- 6.1 Conclusions -- 6.1.1 Motivation to Learn Online is Complex, Multidimensional and Situation-Dependent -- 6.1.2 Social and Contextual Factors Influence the Motivation Experienced by Online Learners -- 6.2 Future Directions -- 6.3 Final Thoughts -- References
- http://library.link/vocab/cover_art
- https://contentcafe2.btol.com/ContentCafe/Jacket.aspx?Return=1&Type=S&Value=9789811007002&userID=ebsco-test&password=ebsco-test
- Dimensions
- unknown
- http://library.link/vocab/discovery_link
- {'f': 'http://opac.lib.rpi.edu/record=b4384977'}
- Extent
- 1 online resource (149 pages)
- Form of item
- online
- Isbn
- 9789811007002
- Media category
- computer
- Media MARC source
- rdamedia
- Media type code
- c
- Sound
- unknown sound
- Specific material designation
- remote
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<div class="citation" vocab="http://schema.org/"><i class="fa fa-external-link-square fa-fw"></i> Data from <span resource="http://link.lib.rpi.edu/portal/Motivation-in-Online-Education/hck5nF8pNSM/" typeof="WorkExample http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.lib.rpi.edu/portal/Motivation-in-Online-Education/hck5nF8pNSM/">Motivation in Online Education</a></span> - <span property="offers" typeOf="Offer"><span property="offeredBy" typeof="Library ll:Library" resource="http://link.lib.rpi.edu/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.lib.rpi.edu/">Rensselaer Libraries</a></span></span></span></span></div>
