Phenomenological Study of Learning Motivation in E-learning from the Perspective of Self-Determination Theory

Document Type : Research Article

Authors

1 Assistant Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Urmia University, Urmia, Iran

2 Assistant Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran

3 professor, Department of Business Management, Payame Noor , University, Tehran, Iran

Abstract

Objective: Learning motivation in electronic educational courses is a critical focus in recent studies. The current research was conducted with the aim of phenomenologically examining the experiences that meet the motivational psychological needs of an electronic educational program.
Methods: A qualitative approach and phenomenological method were used to conduct the research. The study's participants were drawn from the Educational Sciences students at Tabriz University during the academic year 400-401. Among these students, 16 undergraduates were selected to participate in this research, and their lived experiences were investigated using the focus group interview method. The theoretical framework of self-determination was used to examine these lived experiences. Additionally, Smith's three-step method (data generation, data analysis, and case integration) was utilized for data analysis.
Results: The data analysis revealed that the motivational strategies of the e-learning course "Principles of Production of Educational Films," from the perspective of self-determination theory, include diversity in curriculum resources, flexibility in educational and learning activities, and practical activities in the autonomy section. Additionally, an appropriate level of difficulty, class requirements, freedom in discussions and activities, clear class criteria and indicators, and proper guidance were identified as motivational elements of the competency section as experienced by the students in this study. The use of social networks, group activities, classmates' feedback, and the teacher's socio-teaching presence were also identified as three motivational strategies in the communication section, which students considered important for enhancing communication.
Conclusions: To foster greater motivation and involvement of learners in electronic learning environments, it is necessary to incorporate the identified components into the design of such environments to deepen and stabilize learners' learning.

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Main Subjects

References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 12, Issue 22 - Serial Number 22
Spring & Summer 2024
August 2024
Pages 167-186

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