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Maggie Hartnett
Motivation in Online Education
Springer
Contents
1 Introduction 1 1.1 Background 1 1.2 Research Issues 2 References 2
2 The Importance of Motivation in Online Learning 5 2.1 Motivation and Online Education 5 2.2 Online Learning 6
2.2.1 Definition 6 2.2.2 Learner Autonomy and Control in Online Learning 7 2.2.3 Contemporary Theories of Learning 8 2.2.4 The Role of Interaction in Online Learning 10
2.3 Motivation to Learn in Online Environments 12 2.3.1 What is Motivation? 13 2.3.2 Why is Motivation Important? 13 2.3.3 Motivation, the Learning Environment and the Learner . . . 14
2.4 Self-determination Theory as a Framework for Studying Online Motivation 20
2.5 Summary 23 References 24
3 The Case Studies 33 3.1 Background to the Study 33 3.2 The Nature of Motivation 36
3.2.1 Case Study 1 36 3.2.2 Case Study 2 39 3.2.3 Comparing the Cases 42
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xvi Contents
3.3 Influences on Motivation 43 3.3.1 Autonomy 43 3.3.2 Competence 59 3.3.3 Relationships 69
3.4 Summary 74 References 74
4 What Do the Case Studies Tell Us About Motivation? 77 4.1 Introduction 77 4.2 The Nature of Motivation 78
4.2.1 Motivation Is Affected by Context 78 4.2.2 Different Types of Motivation Co-Exist
in a Complex Mix 80 4.3 Supportive Motivational Influences 81
4.3.1 The Role of Teachers 82 4.3.2 Learning Activities 86 4.3.3 Other Learners 91
4.4 Undermining Motivational Influences 96 4.4.1 The Role of Teachers 96 4.4.2 Learning Activities 98 4.4.3 Other Learners 105
4.5 Summary 108 References 109
5 Motivation Guidelines for Teachers, Designers and Learners 115 5.1 What Teachers Can Do to Support the Motivation
of Online Learners 116 5.1.1 Autonomy Support 116 5.1.2 Competence Support 118 5.1.3 Relatedness Support 119
5.2 What Designers Can Do to Help Support Learner Motivation . . . . 120 5.2.1 Autonomy Support 120 5.2.2 Competence Support 121 5.2.3 Relatedness Support 122
5.3 Knowing What Helps—Motivation Guidelines When Working with Other Learners 123 5.3.1 Autonomy Support 123 5.3.2 Competence Support 124 5.3.3 Relatedness Support 125
References 126
Contents xvii
6 Concluding Remarks 127 6.1 Conclusions 127
6.1.1 Motivation to Learn Online is Complex, Multidimensional and Situation-Dependent 128
6.1.2 Social and Contextual Factors Influence the Motivation Experienced by Online Learners 129
6.2 Future Directions 131 6.3 Final Thoughts 132 References 133
J. Michael Spector • M. David Merrill Jan Elen-MJ. Bishop Editors
Handbook of Research on Educational Communications and Technology
Fourth Edition
4ll Springer
Contents
Section I Foundations J. Michael Spector and M. David Merrill
1 Bridging Learning Theories and Technology-Enhanced Environments: A Critical Appraisal of Its History 3 Joost Lowyck
2 Research Paradigms and Perspectives on Learning 21 Jeroen J.G. van Merrienboer and Anique B.H. de Bruin
3 Research-Based Instructional Perspectives 31 Gary R. Morrison and Steven M. Ross
4 Cousins but Not Twins: Instructional Design and Human Performance Technology in the Workplace 39 Wellesley R. Foshay, Steven W. Villachica, and Donald A. Stepich
5 Implications of Neuroimaging for Educational Research 51 Pavlo D. Antonenko, Tamara van Gog, and Fred Paas
6 Emotions and Motivation in Learning and Performance 65 ChanMin Kim and Reinhard Pekrun
7 Instructional Design Models 77 Robert Maribe Branch and Theodore J. Kopcha
8 The Impact of Technology and Theory on Instructional Design Since 2000 89 Scott Joseph Warren, Jennifer Lee, and Anjum Najmi
9 The Technological Pedagogical Content Knowledge Framework 101 Matthew J. Koehler, Punya Mishra, Kristen Kereluik, Tae Seob Shin, and Charles R. Graham
10 Ethics of Educational Technology 113 Stephanie L. Moore and James B. Ellsworth
Section II Methods Jan Elen and M.J. Bishop
11 Educational Design Research 131 Susan McKenney and Thomas C. Reeves
12 Design and Development Research 141 Rita C. Richey and James D. Klein
13 Practices and Potential of Activity Theory for Educational Technology Research 151 Turkan Karakus
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14 Action Research for Educational Communications and Technology 161 Meghan McGlinn Manfra and Daniel Kelvin Bullock
15 Trends and Issues in Qualitative Research Methods 173 Marcia A. Mardis, Ellen S. Hoffman, and Peter J. Rich
16 Program and Project Evaluation 195 J. Michael Spector
17 Tools for Analyzing Quantitative Data 203 Gerald A. Knezek and Rhonda Christensen
18 Tools for Analyzing Qualitative Data: The History and Relevance of Qualitative Data Analysis Software 221 Linda S. Gilbert, Kristi Jackson, and Silvana di Gregorio
Section ID Assessment and Evaluation J. Michael Spector and M. David Merrill
19 Assessing the Costs and Benefits of Educational Technology 239 Thomas F. Luschei
20 Planning a Program Evaluation: Matching Methodology to Program Status 249 Jennifer Hamilton and Jill Feldman
21 Perspectives on Assessment of Educational Technologies for Informal Learning 257 Wilhelmina C. Savenye
22 Assessing Problem Solving 269 David H. Jonassen
23 Model-Based Tools for Knowledge Assessment 289 Dirk Ifenthaler and Pablo Pirnay-Dummer
24 Performance Assessment: Something Old, Something New 303 Dee H. Andrews and Wallace H. Wulfeck II
25 Formative and Stealth Assessment 311 Valerie J. Shute and Yoon Jeon Kim
26 Evaluation of ICT Competencies 323 Agustin Tristan-Lopez and Miguel Angel Yhzaliturri-Salcedo
27 Data-Driven Decision Making in the K-12 Classroom 337 Trent E. Kaufman, Charles R. Graham, Anthony G. Picciano, J. Aaron Popham, and David Wiley
Section IV General Instructional Strategies Jan Elen and M.J. Bishop
28 The Presence of Culture in Learning 349 Patricia A. Young
29 Learning Ability Development in Flexible Learning Environments 363 Saskia Brand-Gruwel, Liesbeth Kester, Wendy Kicken, and Paul A. Kirschner
30 Instructional Message Design: Past, Present, and Future Relevance 373 M.J. Bishop
XXI
31 Multimedia Instruction 385 Richard E. Mayer
32 Authentic Learning Environments 401 Jan Herrington, Thomas C. Reeves, and Ron Oliver
33 Feedback Models for Learning, Teaching and Performance 413 Elizabeth K. Molloy and David Boud
34 Advanced Technologies for Personalized Learning, Instruction, and Performance 425 Mieke Vandewaetere and Geraldine Clarebout
35 Computer-Supported Collaborative Learning: Instructional Approaches, Group Processes and Educational Designs 439 Peter Goodyear, Chris Jones, and Kate Thompson
36 Inquiry Learning 453 Ard W. Lazonder
37 Model-Based Learning and Performance 465 Norbert M. Seel
38 Game-Based Learning 485 Sigmund Tobias, J. Dexter Fletcher, and Alexander P. Wind
39 Scaffolding: Definition, Current Debates, and Future Directions 505 Brian R. Belland
40 Support Device Usage 519 Geraldine Clarebout, Jan Elen, Lai Jiang, Griet Lust, and Norma A. Juarez Collazo
Section V Domain-Specific Strategies and Models M. David Merrill and Jan Elen
41 Technology-Enhanced, Modeling-Based Instruction (TMBI) in Science Education 529 Ji Shen, Jing Lei, Hsin-Yi Chang, and Bahadir Namdar
42 Cognitive Task Analysis for Expert-Based Instruction in Healthcare 541 Richard Clark
43 Mathematics Education 553 Lieven Verschaffel and Brian Greer
44 Innovation and Research on Engineering Education 565 Erik de Graaff and Anette Kolmos
45 Educational Technology in Social Studies Education 573 Timothy Green, Jennifer Ponder, and Loretta Donovan
46 Visual Arts Education 583 Barbara B. Lockee and Feihong Wang
47 Technologies That Support Students' Literacy Development 591 Carol McDonald Connor, Susan R. Goldman, and Barry Fishman
XXII Contents
Section VI Design, Planning, and Implementation J. Michael Spector and M. David Merrill
48 Instructional Design Models 607 Andrew S. Gibbons, Elizabeth Boling, and Kennon M. Smith
49 Change Agency in Learning, Instruction, and Performance 617 Michael Ramon Savoy and Alison A. Carr-Chellman
50 Policies Governing Educational Technology Practice and Research 627 Phillip Harris and Donovan R. Walling
51 Student-Centered, Open Learning Environments: Research, Theory, and Practice 641 Michael J. Hannafin, Janette R. Hill, Susan M. Land, and Eunbae Lee
52 Preparing Instructional Designers: Traditional and Emerging Perspectives 653 Monica W. Tracey and Elizabeth Boling
53 Technology-Based Instructional Design: Evolution and Major Trends 661 Gilbert Paquette
Section VII Emerging Technologies MJ. Bishop and Jan Elen
54 Advancing Children's Engineering Through Desktop Manufacturing 675 Glen Bull, Jennifer Chiu, Robert Berry, Hod Lipson, and Charles Xie
55 Supporting Learning with Interactive Surfaces and Spaces 689 Michael A. Evans and Jochen Rick
56 Smart Toy Based Learning 703 Kursat Cagiltay, Nuri Kara, and Cansu Cigdem Aydin
57 e-Books for Educational Uses 713 Ann-Louise Davidson and Saul Carliner
58 Situated Learning in Virtual Worlds and Immersive Simulations 723 Lisa Dawley and Chris Dede
59 Augmented Reality Teaching and Learning 735 Matt Dunleavy and Chris Dede
60 Web 2.0 Applications and Practices for Learning Through Collaboration 747 Yu-Chang Hsu, Yu-Hui Ching, and Barbara L. Grabowski
61 Pedagogical Agents 759 George Veletsianos and Gregory S. Russell
62 Adaptive Technologies 771 Sabine Graf and Kinshuk
63 Open Educational Resources: A Review of the Literature 781 David Wiley, T.J. Bliss, and Mary McEwen
64 Enhancing Learning with Visualization Techniques 791 Joris Klerkx, Katrien Verbert, and Erik Duval
65 Emerging Representation Technologies for Problem Solving 809 Ton de Jong
Contents XXIII
Section VIII Technology Integration MJ. Bishop and J. Michael Spector
66 Generational Differences and the Integration of Technology in Learning, Instruction, and Performance 819 Eunjung Oh and Thomas C. Reeves
67 Measuring Technology Readiness and Skills 829 Rhonda Christensen and Gerald A. Knezek
68 Technology Integration in Schools 841 Randall S. Davies and Richard E. West
69 Synthesis of Recent Literature on Educational Technologies in Medical Curricula 855 Tiffany A. Koszalka, John W. Epling, and Jennifer Lynn Reece-Barnes
70 Technology Integration in Multicultural Settings 867 Konrad Morgan
Section IX A Look Forward M. David Merrill and Jan Elen
71 The Philosophy of Science and Educational Technology Research 875 Sebnem Cilesiz and J. Michael Spector
72 ICT in Developing Countries: Policies, Implementation, and Impact 885 Robert B. Kozma and Wayan Surya Vota
73 Prospects for Instructional Design and Teacher Education 895 Ellen S. Hoffman
74 Fostering Relevant Research on Educational Communications and Technology 909 Martin Oliver
Epilogue 919
About the Authors 925
Glossary 953
Index 965
