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INTRINSIC MOTIVATION OF DISTANCE LEARNERS IN HIGHER EDUCATION INSTITUTIONS

Yıl 2024, Cilt: 25 Sayı: 4, 81 - 96, 01.10.2024
https://doi.org/10.17718/tojde.1384577

Öz

As information and communication technologies and learner characteristics in higher education develop, so do distance education methods, which are implemented at various levels by higher education institutions. The involvement of students in the learning process is one of the most crucial factors to consider throughout the distance education application transformation, which might change depending on the conditions. At this point, it can be stated that the intrinsic motivation levels of learners involved in distance learning play a decisive role in participating in learning processes. Therefore, examining the intrinsic motivation levels of distance learners is seen as an element that needs to be emphasized. This justifies the study’s goal, which is to analyze the intrinsic motivation levels of students who get distance education from higher education institutions concerning factors including age, gender, employment, and educational status. The relational survey model, one of the general survey models, was utilized in this study, which included 327 distance learners. In terms of distance education applications, the findings of the study have a guiding nature for the administrators working in higher education institutions. The analyses carried out revealed that there were no significant differences in the intrinsic motivation levels of distance learners according to their gender, employment situation, or level of education. Furthermore, it has been found that as people get older, their intrinsic incentive for learning grows. A list of recommendations based on the data gathered within this study is provided at the end.

Etik Beyan

This study is supported by the Ethics committee document received by Anadolu University

Kaynakça

  • Alamri, H., Lowell, V., Watson, W., & Watson, S. L. (2020). Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation. Journal of Research on Technology in Education, 52(3), 322-352. https://doi.org/10.1080/15391523.2020.1728449
  • Alonso, R. K., Vélez, A., & Martínez-Monteagudo, M. C. (2023). Interventions for the Development of Intrinsic Motivation in University Online Education: Systematic Review—Enhancing the 4th Sustainable Development Goal. Sustainability, 15(13), 1-14. https://doi.org/10.3390/su15139862
  • Aydug, D., & Altinpulluk, H. (2022). Examining academic motivation levels of undergraduate students taking distance education during the covid-19 pandemic in terms of various variables. Journal of Educational Technology and Online Learning, 5(4), 850-863. http://doi.org/10.31681/jetol.1150658
  • Barak, M., Watted, A. & Haick, H. (2016). Motivation to learn in massive open online courses: Examining aspects of language and social engagement. Computers & Education, 94(2016), 49–60. https://doi.org/10.1016/j. compedu.2015.11.010
  • Benware, C. & Deci, E. L. (1984). The quality of learning with an active versus passive motivational set. American Educational Research Journal, 21(4), 755–765. https://doi.org/10.3102/00028312021004755
Yıl 2024, Cilt: 25 Sayı: 4, 81 - 96, 01.10.2024
https://doi.org/10.17718/tojde.1384577

Öz

Kaynakça

  • Alamri, H., Lowell, V., Watson, W., & Watson, S. L. (2020). Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation. Journal of Research on Technology in Education, 52(3), 322-352. https://doi.org/10.1080/15391523.2020.1728449
  • Alonso, R. K., Vélez, A., & Martínez-Monteagudo, M. C. (2023). Interventions for the Development of Intrinsic Motivation in University Online Education: Systematic Review—Enhancing the 4th Sustainable Development Goal. Sustainability, 15(13), 1-14. https://doi.org/10.3390/su15139862
  • Aydug, D., & Altinpulluk, H. (2022). Examining academic motivation levels of undergraduate students taking distance education during the covid-19 pandemic in terms of various variables. Journal of Educational Technology and Online Learning, 5(4), 850-863. http://doi.org/10.31681/jetol.1150658
  • Barak, M., Watted, A. & Haick, H. (2016). Motivation to learn in massive open online courses: Examining aspects of language and social engagement. Computers & Education, 94(2016), 49–60. https://doi.org/10.1016/j. compedu.2015.11.010
  • Benware, C. & Deci, E. L. (1984). The quality of learning with an active versus passive motivational set. American Educational Research Journal, 21(4), 755–765. https://doi.org/10.3102/00028312021004755
Toplam 5 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Hayat Boyu Öğrenme
Bölüm Articles
Yazarlar

Hakan Kilinc 0000-0002-4301-1370

Nil Goksel 0000-0002-3447-2722

Yayımlanma Tarihi 1 Ekim 2024
Gönderilme Tarihi 1 Kasım 2023
Kabul Tarihi 22 Ocak 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 25 Sayı: 4

Kaynak Göster

APA Kilinc, H., & Goksel, N. (2024). INTRINSIC MOTIVATION OF DISTANCE LEARNERS IN HIGHER EDUCATION INSTITUTIONS. Turkish Online Journal of Distance Education, 25(4), 81-96. https://doi.org/10.17718/tojde.1384577