
A framework for self-determination in massive open online courses: Design for autonomy, competence, and relatedness
ARTICLE
Neil Martin, Nick Kelly, Peter Terry
Australasian Journal of Educational Technology Volume 34, Number 2, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education
Abstract
In this paper, we propose a framework for the design of massive open online courses (MOOCs) based upon the principles of self-determination theory, which posits a relationship between intrinsic motivation and the basic psychological need for autonomy, competence, and relatedness. We also report the results of design-based research that evaluates the application of the framework to a MOOC titled “Elite Sport Performance: Psychological Perspectives\u201d. Satisfying basic psychological needs is theorised as central to course design in order to foster intrinsic motivation, optimise engagement, and improve the retention of course participants. We chronicle the design, implementation, and evaluation of the course, providing examples of support features and learning activities. The course was offered over a period of four months, receiving more than 1000 registrations from across the world. Engagement measures, completion indices, and intrinsic motivation scores are reported as well as sample testimonies from learners. Results offer preliminary evidence that a design framework incorporating self-determination theory has utility in the development of MOOCs that successfully engage learners.
Citation
Martin, N., Kelly, N. & Terry, P. (2018). A framework for self-determination in massive open online courses: Design for autonomy, competence, and relatedness. Australasian Journal of Educational Technology, 34(2),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved July 3, 2022 from https://www.learntechlib.org/p/183568/.
Keywords
Cited By
View References & Citations Map-
Designing Online Film Courses using Self-Determination Theory as a Framework
Tuhin Dey, Purdue University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 1217–1221
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