Using personalized learning as an instructional approach to motivate learners in online higher education
Learner self-determination and intrinsic motivation
Bibliographic Data
| ID | 21743897 |
|---|---|
| Authors | Hamdan Alamri (0000-0001-8350-4383, King Saud University, corresponding author), Victoria L Lowell (0000-0002-0300-5304, Purdue University West Lafayette), William R Watson (0000-0002-0587-6947, Purdue University West Lafayette), Sunnie Lee Watson (0000-0003-2998-9900, Purdue University West Lafayette) |
| Year | 2020 |
| Volume | 52 |
| Issue | 3 |
| Pages | 322-352 |
| Publication date | 2020-07-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Research on Technology in Education (JOURNAL) |
| Journal identifiers | ISSN: 1539-1523 • E-ISSN: 1945-0818 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15391523.2020.1728449 |
| OpenAlex | W3035991136 |
| Language | EN |
| Citations received | 61 |
| References cited | 37 |
In this qualitative comparison study, we examine the perceived efficacy of using personalized learning (PL) activities based on PL principles to support students’ psychological need satisfaction and intrinsic motivation in an online course using a traditional one-size-fits-all model. We apply self-determination theory as a framework to investigate students’ perceptions of their psychological need satisfaction (e.g., competence, autonomy, and relatedness) and relation to students’ intrinsic motivation when enrolled in an online course implementing PL principles. Overall, the study results showed the potential of implementing personalized learning principles in online courses to support students’ psychological need satisfaction (e.g., autonomy and competence) and intrinsic motivation. Furthermore, students perceived the PL interventions as engaging and effective in meeting their learning needs and interests
Autonomy · Cognitive evaluation theory · Goal theory · Intrinsic motivation · Mathematics education · Pedagogy · Perception · Psychological intervention · Self-determination theory · Impact of Technology on Adolescents · Innovative Teaching and Learning Methods · Motivation and Self-Concept in Sports · Psychology · Social Psychology
Examining Positive Emotions on Student Engagement during Covid-19 situation with Academic Psychological Capital as a Mediating Variable
Intrinsic motivation and self-efficacy as pathways to innovative teaching
Enhancing online learning engagement
How Do Autonomy, Critical Thinking, and Artificial Intelligence Value Perception Affect University Student Self-regulated Learning?
Exploring technology integration challenges and coping strategies among social studies teachers
Enhancing self-directed STEAM learning through accessible digital technologies in resource-constrained schools
Using Self-Determination Theory to Explain How Teacher Support Enhances Student Engagement and Higher-Order Thinking in Simulation-Based Learning With GenAI
The Influence of College Students' Perception of Green Inclusive Leadership on Green Creativity
Implementing Personalized Learning in Universities Classrooms
Preservice teachers’ experiences of observing their teaching competencies via self-recorded videos in a personalized learning environment
Modeling self-regulation in learning mathematics through teacher-promoting interaction and parental support among STEM learners
Student mental health and academic motivation in the age of digital connectivity
Implementing the Montessori approach in an undergraduate marketing course
Design an adaptive e-learning environment based on personalized factors and its impact on the development of students' metacognitive thinking skills
Adaptive Learning Techniques for a Personalized Educational Software in Developing Teachers’ Technological Pedagogical Content Knowledge
Reconceptualizing the Role of the University Language Teacher in Light of Generative AI
Flipped Learning in Higher Education for the Development of Intrinsic Motivation
Flipped Classroom Teaching and ARCS Motivation Model
Business Simulation Games for the Development of Decision Making
Technological Skills in Higher Education—Different Needs and Different Uses
Which constructs should we target? Identifying the most critical motivation and engagement components in online learning environments
Examining teachers’ readiness for blended teaching with a revised model and instrument
Revisiting online learner engagement
Applying the self-determination theory (SDT) to explain student engagement in online learning during the Covid-19 pandemic
Student Experiences of Online Problem-Based Learning in an Interdisciplinary Dietetic and Engineering Environment
Exploring factors influencing students’ sustainable learning intention in the application of augmented reality in education
Relationship between the use of ChatGPT for academic purposes and plagiarism
Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot
Enhancing learning experiences for students with learning disabilities through digital pedagogies
A cultural analysis of the impact of personalization game feature on students’ flow state
A systematic review of personalized learning in higher education
Multi-level students’ sense of community development in hybrid and online learning environments at higher educational institutions
Systematics review on artificial intelligence chatbots and ChatGPT for language learning and research from self-determination theory (SDT)
Enhancing personalized learning with Artificial Intelligence and analytics
Causal mechanisms of the psychological needs for online gamified learning and the impact on learning engagement among college students
Harnessing the wisdom of YouTube
Contribution of self-determining theory to K–12 students’ online learning engagements
Measuring students’ perception of an engaging online learning environment
Flipping the switch
Parallel courseware for adaptable programming learning
Blended pedagogies in practice-based courses in undergraduate education
Digital support for student engagement in blended learning based on self-determination theory
Personalising with AI in higher education
Young learners’ motivation, self-regulation and performance in personalized learning
STEM education
Online learning environment and student engagement
The Role of Social Media Feedback Mechanisms in Enhancing Motivation and Learning Outcomes
Perceptions of online learning for learners of English as a foreign language during the Covid-19 pandemic and in the post-pandemic future
Building Public Servant Adaptability
ChatGPT in Education
Enhancing Flipped Learning With Convergent Feedback
AI chatbots as reading companions in self‐directed out‐of‐class reading
Learning Technology Models that Support Personalization within Blended Learning Environments in Higher Education
Instructional Strategies and Assessment Methods in Online Learning
A systematic and bibliometric review of artificial intelligence in sustainable education
Navigating interactions and challenges in online learning
Personalized learning
Students-teaching-students
Intrinsic motivation’s impact on transformative learning in the workplace
The mediating role of student engagement in the relationship between teacher and digital support and learner satisfaction in blended learning environments at higher education
Apparel and interiors student perceptions of class engagement, class motivation, and job preparedness
Intrinsic Motivation
Motivation and Education
Interest and Its Contribution as a Mental Resource for Learning
What teachers say and do to support students' autonomy during a learning activity.
A Call for Qualitative Power Analyses
Autonomy, competence, and relatedness in the classroom
From Teaching to Learning — A New Paradigm For Undergraduate Education
The effectiveness and relative importance of choice in the classroom.
Need satisfaction and the self-regulation of learning
Intrinsic motivation and the process of learning
Motivation in online learning
Supporting Autonomy in the Classroom
Self-Efficacy and Academic Motivation
How Teachers Taught
Influences that undermine learners’ perceptions of autonomy, competence and relatedness in an online context
Autonomy Support for Online Students
The general causality orientations scale
Using thematic analysis in psychology
Intrinsic and Extrinsic Motivations
The "What" and "Why" of Goal Pursuits
Choice is good, but relevance is excellent
Goodall's Verbal Exchange Coding
| Citations per year | 10.17 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |