Validating the motivational model for web- based Teaching
Author(s):
Article Type:
Research/Original Article (دارای رتبه معتبر)
Abstract:
The purpose of this study was the external validation of the motivational model for web-based instruction with emphasis on the role of the teacher. The proposed model is based on self-determination theory and consists of three main categories (social presence, cognitive engagement, management) and nine sub-categories. In this quasi–experimental study, a pretest–posttest design with a control group was used. The population included all the undergraduate students of Kharazmi University (Karaj Campus) in the academic year 2015-2016. Of these, 44 students were selected through a random sampling procedure and were randomly assigned to either of experimental and control groups. Both groups participated in training course of communication skills. The instrument was Haller’s Situational Motivational scale that assesses four constructs of the self-determination theory (intrinsic motivation, identified regulation, external regulation, and amotivation). Analysis of covariance (ANCOVA) was used to analyze the gathered data. The results showed that the proposed model can improve the learners' intrinsic motivation in web-based learning environment and can be a basis for teaching in virtual courses.
Keywords:
Language:
Persian
Published:
Technology of Education Journal, Volume:11 Issue: 3, 2017
Pages:
181 to 192
https://www.magiran.com/p2291694
سامانه نویسندگان
مقالات دیگری از این نویسنده (گان)
-
Investigating the Effect of Split Attention and Self-Regulation in Multimedia Learning Environments on Students' Learning and Perceived Cognitive Load
F. Kadkhodavand, A. Momeni Rad *
Technology of Education Journal, -
Critical Analysis on the Book “Theoretical Foundations of Educational Technology”
*, Seyed Abdolla Ghasemtabar, Maryam Pourjamshidi
Critical Studies in Texts & Programs of Juman Sciences,