Extending the Traditional Classroom through On-line Discussion: The Role of Student Motivation
Kui Xie, Catherine Ferguson, Teresa DeBacker, University of Oklahoma, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study used Self-Determination Theory as a theoretical framework to investigate how students' participation in online discussion is related to their intrinsic motivation for on-line discussion and attitude toward the class in general, how students' intrinsic motivation changed over the course of the class; what factors students' noted as responsible for the changes in their motivation level; and what the opinions and attitudes of the instructors regarding the inclusion of on-line discussion in the course. 32 undergraduate students are participating in an online discussion as a normal part of their instructional technology class. Planned analyses include both quantitative (tests of internal consistency of the motivation scales, zero-order correlations among variables, repeated measures tests to assess changes in motivation across time) and qualitative (content analysis of interview responses) methods. Educational implications will be discussed.
Xie, K., Ferguson, C. & DeBacker, T. (2005). Extending the Traditional Classroom through On-line Discussion: The Role of Student Motivation. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 2367-2368). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).