The establishment of an e-learning system based on SDT

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This study established an elementary-school English e-learning system on the basis of theory-based motivation strategies, and verified the effectiveness of the motivation strate#gies through educational practice and the applicability of traditional motivation theories in e-learning environments. Six motivation strategies were deducted, two from each of the three psychological needs (Autonomy, Competence, Relatedness) presupposed as preconditions that increase human motivation based on the Self-Determination Theory. Next, the e-learning system intended to increase intrinsic motivation for English learning was established based on the motivation strategies. Then, this system was used for year-long educational practice in 115 private educational institutes nationwide. Finally, a survey was conducted with 2,300 students to determine whether the e-learning system applying the motivation strategies satisfied the three psychological needs of elementary-school English learners, and whether it improved intrinsic motivation for English studies. Moreover, this study analysed the correlation among motivation strategies, three psychological needs, and five motivation groups. The results revealed that the motivation strategies applied to the e-learning system had a significant influence on the three psychological needs, and those needs had a significant influence on the five motivation groups. This proved the effectiveness of motivation strategies applied to the e-learning system. It was found that SDT, the traditional motivation theory that has been applied to face-to-face classes, is also effective in the e-learning environment. Finally, even in the e-learning environment focusing on individual learning, learners were found to value relationships with others, in addition to competence, which has been studied relatively often in the past. The significance of this study is that it established a theory-based elearning system and that it is an empirical study applying motivation theories from face-to-face classes to the elearning environment through educational practice.
Publisher
Kassel University Press
Issue Date
2014
Language
English
Citation

International Journal of Emerging Technologies in Learning, v.9, no.4, pp.43 - 49

ISSN
1868-8799
DOI
10.3991/ijet.v9i4.3704
URI
http://hdl.handle.net/10203/192665
Appears in Collection
GCT-Journal Papers(저널논문)HSS-Journal Papers(저널논문)
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