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Motivation by Design: An Interpretat...

Budd, Bonnie.

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Motivation by Design: An Interpretative Phenomenological Analysis of the Adult Student Experience in an Online Course.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Motivation by Design: An Interpretative Phenomenological Analysis of the Adult Student Experience in an Online Course./
作者:	Budd, Bonnie.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	149 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
標題:	Instructional design. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27828830
ISBN:	9798607305819

Motivation by Design: An Interpretative Phenomenological Analysis of the Adult Student Experience in an Online Course.
Budd, Bonnie.

Motivation by Design: An Interpretative Phenomenological Analysis of the Adult Student Experience in an Online Course. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 149 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (Ed.D.)--Northeastern University, 2020.

This item must not be sold to any third party vendors.

While the number of students enrolled in online courses at American colleges and universities continues to increase, negative perceptions among instructors, administrators, and prospective students persist. Retention rates for online courses lag those of face-to-face courses; yet, when students have a positive experience with online learning and complete the course, they report an improved perception of quality of the modality. This dissertation steps into this gap between quantity and quality of online learning experiences by examining the perceptions of adult students enrolled in an online course that was intentionally designed to enhance their intrinsic motivation. Deci and Ryan's Self-Determination Theory guided the exploration of five participant perspectives in an online, graduate-level accounting course at a small liberal arts university in the Northeastern United States. An Interpretative Phenomenological Analysis (IPS) approach was used to gain an in-depth examination of the individual complexities of each student and their individual contexts. Through two cycles of inductive and deductive coding, emerging themes affirmed that the formative assessments and collaborative learning strategies employed in the course supported the students' intrinsic motivation to succeed. Conversely, the participants shared feeling demotivated by a lack of choice in collaborative work, heavy workloads, unclear grading schemes, delayed feedback, and personal conflicts with fellow learners. Finally, they shared how their own personal traits and characteristics impacted their motivation to succeed in the course above and beyond any aspect of the course design itself. The study concludes that SDT can inform the design of online learning experiences that support intrinsic motivation for students that come to the course with a high internal locus of control. Limitations and implications for future research are discussed.

ISBN: 9798607305819Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Graduate school

Motivation by Design: An Interpretative Phenomenological Analysis of the Adult Student Experience in an Online Course.
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