Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation
Alamri, Hamdan . 2020
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 selfdetermination 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.
Abstract: This study examined the extent to which K-12 teachers possess the four technological pedagogical dimensions (T-dimensions) of TPACK in order to effectively teach using blended learning…
We investigated how preservice teachers observe and analyze their competencies through self-reflection and video-learning community strategies and how self-recorded videos influence their…
Abstract: The study investigated the impact of female teachers’ competence to use virtual classes Microsoft Teams on students’ learning during their remote teaching. The study also investigated…