Discovering the Type of Motivation and Corresponding Regulatory Processes That Drives Asynchronous Online Discussion Activities
Prior research has revealed that students have different attitudes towards online activities for learning, in our case, asynchronous online discussions (AOD). We have seen students participating due to either rewards given, their own learning purposes or just lurking around. The objective of this...
Saved in:
| Main Authors: | , , , |
|---|---|
| Format: | Conference or Workshop Item |
| Language: | English |
| Published: |
Universiti Malaysia Sarawak, UNIMAS
2012
|
| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/725/1/Discovering%2Bthe%2BType%2Bof%2BMotivation%2Band%2BCorresponding%2BRegulatory%2528abstract%2529.pdf http://ir.unimas.my/id/eprint/725/ |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Institution: | Universiti Malaysia Sarawak |
| Language: | English |
| Summary: | Prior research has revealed that students have different attitudes towards online activities for
learning, in our case, asynchronous online discussions (AOD). We have seen students participating due to
either rewards given, their own learning purposes or just lurking around. The objective of this paper is to
identify the students’ self-regulation processes while learning informally through surveys carried out using
the Behavioural Regulation in Exercise Questionnaire. Through a series of case studies carried out from 2008
till 2011 on 402 participants, the findings revealed that identified regulation had the highest mean score while
non-regulation received the lowest mean score. This implies that some students often viewed the AOD as
providing some value and benefit to their learning. However, due to some reasons, some other students could
not participate actively, even with the prospect of receiving rewards. It is thus important for an instructor to
investigate the reasons instead of offering rewards to encourage active participation because too much reward
can become detrimental to the intrinsic motivation of a student. It also becomes crucial for the instructor to
develop scaffolds based on identified regulation processes, i.e. personal importance and conscious valuing.
These scaffolds will eventually enable students to progress from a lower degree of self-determination or
autonomy to intrinsically-motivated self-determination or autonomy |
|---|