Academic Motivation of Students in a blended learning distance teaching approach– a quantitatively oriented study

ID: 45467 Type: Full Paper: Conceptual & Empirical Study
  1. Yvonne Vos and Florentina Sauerbach, Fernuniversität in Hagen, Germany
  2. Theo Bastiaens, Fernuniversität in Hagen (Germany) and Open University of the Netherlands (The Netherlands), Netherlands

Tuesday, June 23 4:30 PM-5:00 PM Location: Ballroom Centre View on map

Presider: Simone Kriglstein, Vienna University of Technology, Institute for Design & Assessment of Technology (IGW), Austria

Abstract: Motivation plays a crucial role in human achievement, such as for instance in distance education. Deci and Ryan (1985, 2000) developed the Self-Determination Theory (SDT) which contains various constructs of motivation on a continuum. They claim that human activities are regulated either in an intrinsically, extrinsically or amotivated way. Based on SDT, Vallerand et al. (1992) developed an instrument to measure the motivation of students, the Academic Motivation Scale (AMS). The current study investigates the academic motivation of students studying a BA educational science in 2014 at the FernUniversität in Hagen using the AMS. The FernUniversität is a distance teaching university that offers students blended learning possibilities. Different statistical procedures were carried out. It was of interest whether there might be a connection between different types of motivation and dropout.

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