
Self-Directed Learning and Intrinsic Motivation Levels in MOOCs
References
- Akbar, S., Claramita, M., & Kristina, T. N. (2017). Intrinsic Motivation and Self-Directed Learning Relationship: Strive for Adult Learning Character Formation. South-East Asian Journal of Medical Education, 11(1), 26–31. DOI: 10.4038/seajme.v11i1.5
- Al Mamun, M. A., Lawrie, G., & Wright, T. (2020). Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments. Computers & Education, 144(2020), 1–17. DOI: 10.1016/j.compedu.2019.103695
- Argün, Z. (2021). Self-directed learning skills of university students and their experiences and opinions of academic motivation. Master’s Thesis, Maltepe University, Institute of Graduate Education, İstanbul, Turkiye.
- Artsın, M., Koçdar, S., & Bozkurt, A. (2020). Examination of self-regulated learning skills of learners in the context of massive open online courses. Anadolu Journal of Educational Sciences International, 10(1), 1–30. DOI: 10.18039/ajesi.681905
- Ayduğ, D., & Altınpulluk, 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. DOI: 10.31681/jetol.1150658
- Ayyıldız, Y., & Tarhan, L. (2015). Development of the self-directed learning skills scale. International Journal of Lifelong Education, 34(6), 663–679. DOI: 10.1080/02601370.2015.1091393
- 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. DOI: 10.1016/j.compedu.2015.11.010
- Bayeck, R. (2016). Exploratory study of MOOC learners’ demographics and motivation: The case of students involved in groups. Open Praxis, 8(3), 223–233. DOI: 10.5944/openpraxis.8.3.282
- Bayrak, F. (2022). Associations between university students’ online learning preferences, readiness, and satisfaction. Knowledge Management & E-Learning, 14(2), 186–201. DOI: 10.34105/j.kmel.2022.14.011
- Bodkyn, C., & Stevens, F. (2015). Self-directed learning, intrinsic motivation and student performance. The Caribbean Teaching Scholar, 5(2), 79–93.
https://journals.sta.uwi.edu/ojs/index.php/cts/article/view/771 . - Bozkurt, A. (2021). Surfing on three waves of MOOCs: An examination and snapshot of research in massive open online courses. Open Praxis, 13(3), 296–311. DOI: 10.5944/openpraxis.13.3.132
- Brown, T., Robinson, L., Gledhill, K., Yu, M. L., Isbel, S., Greber, C., Parsons, D., & Etherington, J. (2022). Learning in and out of lockdown: A comparison of two groups of undergraduate occupational therapy students’ engagement in online-only and blended education approaches during the COVID-19 pandemic. Australian Occupational Therapy Journal, 69(3), 301–315. DOI: 10.1111/1440-1630.12793
- Büyüköztürk, ş. (2010). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, spss uygulamaları ve yorum, (11. Baskı). Ankara: Pegem Publishing.
- Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological Bulletin, 140(4), 980–1008. DOI: 10.1037/a0035661
- Chaiprasurt, C., & Esichaikul, V. (2013). Enhancing motivation in online courses with mobile communication tool support: A comparative study. The International Review Of Research In Open And Distributed Learning, 14(3), 377–401. DOI: 10.19173/irrodl.v14i3.1416
- Chau, K. Y., Law, K. M., & Tang, Y. M. (2021). Impact of self-directed learning and educational technology readiness on synchronous e-learning. Journal of Organizational and End User Computing (JOEUC), 33(6), 1–20. DOI: 10.4018/JOEUC.20211101.oa26
- Cohen, J. (1988).
Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers. DOI: 10.4324/9780203771587 - Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self- determination theory. Computers in Human Behaviour, 26(4), 741–752. DOI: 10.1016/j.chb.2010.01.011
- Creswell, J. W. (2012).
Educational research: Planning, conducting, and evaluating quantitative and qualitative research . Boston, MA: Pearson. - Çivril, H., & Aruğaslan, E. (2022). Investigation of self-regulated learning skills of distance education students: A case of ISUBU Distance Education Vocational School. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 8(2), 55–73. DOI: 10.51948/auad.1076895
- Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self regulated learning: A natural formula for connecting formal and informal learning. Internet and Higher Education, 15(2012), 3–8. DOI: 10.1016/j.iheduc.2011.06.002
- Deimann, M., & Bastiaens, T. (2010). The role of volition in distance education: An exploration of its capacities. International Review of Research in Open and Distributed Learning, 11(1), 1–16. DOI: 10.19173/irrodl.v11i1.778
- Deraman, M., Deraman, F., Mod Arifin, A. I., & Deraman, N. A. (2021). Self–directed learning readiness in online learning: a conceptual review paper. International Conference of Research on Language Education.
https://ir.uitm.edu.my/id/eprint/45839/ - Doo, M. Y., Zhu, M., & Bonk, C. J. (2023). Influence of self-directed learning on learning outcomes in MOOCs: A meta-analysis. Distance Education, 44(1), 86–105. DOI: 10.1080/01587919.2022.2155618
- Erkuş, A. (2005). Bilimsel araştırma sarmalı. Ankara: Seçkin Publishing.
- Fırat, M., Kılınç, H., & Yüzer, T. V. (2018). Level of intrinsic motivation of distance education students in e-learning environments. Journal of Computer Assisted Learning, 34(1), 63–70. DOI: 10.1111/jcal.12214
- Field, A. (2005). Discovering statistics using spss: And sex and drugs and rock ‘n’ roll (2nd Edition). London: Sage Publications.
- Geduld, B. (2016). Exploring differences between self-regulated learning strategies of high and low achievers in open distance learning. Africa Education Review, 13(1), 164–181. DOI: 10.1080/18146627.2016.1182739
- Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18–33. DOI: 10.1177/074171369704800103
- Hartnett, M. (2016). Motivation in online education. Singapore: Springer. DOI: 10.1007/978-981-10-0700-2
- Hartnett, M., George, A. S., & Dron, J. (2011). Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent. The International Review of Research in Open and Distributed Learning, 12(6), 20–38. DOI: 10.19173/irrodl.v12i6.1030
- Hinkle, D. E., Wiersma, W., & Jurs, S. G. (2003). Applied statistics for the behavioral sciences (5th ed.). Boston: Houghton Mifflin.
- Huck, S. W. (2012). Reading statistics and research (6th ed.). Boston, MA. Pearson Education.
- Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55(3), 1080–1090. DOI: 10.1016/j.compedu.2010.05.004
- Jansen, R. S., Van Leeuwen, A., Janssen, J., & Kester, L. (2017).
Self-regulated learning in open online education . Accessed from:https://pdfs.semanticscholar.org/2eee/36cca2eae49412db688282fe4b949972e2e4.pdf - Karatas, K., & Arpaci, I. (2021). The role of self-directed learning, metacognition, and 21st century skills predicting the readiness for online learning. Contemporary Educational Technology, 13(3), 1–13. DOI: 10.30935/cedtech/10786
- Keller, J. M. (1979). Motivation and instructional design: A theoretical perspective. Journal of Instructional Development, 2(4), 26–34. DOI: 10.1007/BF02904345
- Kılınç, H. (2020). Investigation of the effect of online group discussions on learners in terms of various variables: The case of Anadolu University Open Education Faculty. Doctoral Thesis, Anadolu University, Institute of Social Science, Eskisehir, Turkiye.
- Kim, J. W. (2020). The structure model analysis of cyber university learners’ academic self-efficacy, learning motivation, self-directed learning and learning flow. Journal of the Korea Academia-Industrial Cooperation Society, 21(11), 443–454. DOI: 10.5762/KAIS.2020.21.11.443
- Koçdar, S., Karadeniz, A., Bozkurt, A., & Büyük, K. (2018). Measuring self-regulation in self paced open and distance learning environments. The International Review of Research in Open and Distributed Learning, 19(1), 25–43. DOI: 10.19173/irrodl.v19i1.3255
- Kuo, Y. C., Walker, A. E., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. Internet and Higher Education, 20(2014), 35–50. DOI: 10.1016/j.iheduc.2013.10.001
- McLoughlin, C., & Marshall, L. (2000).
Scaffolding: A model for learner support in an online teaching environment . Teaching and Learning Forum, Perth. Accessed From:http://www.c3l.unioldenburg.de/cde/support/readings/loughlin2.htm - McMillan, J. H., & Forsyth, D. R. (1991). What theories of motivation say about why learners learn. New Directions for Teaching and Learning, 1991(45), 39–52. DOI: 10.1002/tl.37219914507
- Miltiadou, M., & Savenye, W. C. (2003). Applying social cognitive constructs of motivation to enhance student success in online distance education. AACE Journal, 11(1), 78–95.
- Misra, F., & Mazelfi, I. (2021). Long-distance online learning during pandemic: the role of communication, working in group, and self-directed learning in developing student’s confidence. Proceeding of the 3rd International Confeerence on Educational Development and Quality Assurance (ICED-QA 2020), 506, 225–234. DOI: 10.2991/assehr.k.210202.042
- Moore, M. G. (1993). 2 theory of transactional distance. Theoretical Principles of Distance Education, 1, 22–38.
- Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning. Belmont, CA: Wadsworth-Cengage Learning.
- Prasert, S., Choochom, O., Boonprakob, P., & Intarakamhang, U. (2011). The Effects of Development of Intrinsic Motivation Learning and Self-Directed Learning Ability on Self-Directed Learning Behavior of Chandrakasem Rajabhat University Students. Journal of Behavioral Science, 17(2).
- Taş, M. A., & Tortumlu, M. (2021). A research on relationship between self control and self-management, intrinsic motivation and happiness in flexible working employees. Süleyman Demirel Üniversitesi Vizyoner Dergisi, 12(31), 940–954. DOI: 10.21076/vizyoner.813596
- Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education. Theory, research, and applications (3rd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
- Semmar, Y. (2006). Distance learners and academic achievement: The roles of self efficacy, self- regulation and motivation. Journal of Adult and Continuing Education, 12(2), 244–256. DOI: 10.7227/JACE.12.2.9
- Singh, S., Singh, A., & Singh, K. (2012). Motivation levels among traditional and open learning undergraduate students in India. The International Review of Research in Open and Distributed Learning, 13(3), 19–40. DOI: 10.19173/irrodl.v13i3.1050
- Whipp, J. L., & Chiarelli, S. (2004). Self-regulation in a Web-based course: A case study. Educational Technology Research & Development, 52(4), 5–22. DOI: 10.1007/BF02504714
- Wolters, C. A., Pintrich, P. R., & Karabenick, S. A. (2005). Assessing academic self-regulated learning. In What Do Children Need To Flourish? Boston, MA: Springer. DOI: 10.1007/0-387-23823-9_16
- Yılmaz, R., Sezer, B., & Yurdugül, H. (2019). Investigation of university students e-learning readiness: Example of Bartın University. Ege Eğitim Dergisi, 20(1), 180–195. DOI: 10.12984/egeefd.424614
- Yoo, J. (2020). Structural relationship among self-directed learning ability, learner-instructor interaction, learner-learner interaction, and class satisfaction in online learning environments. Journal of Christian Education in Korea, 63(1), 255–281. DOI: 10.17968/jcek.2020.63.009
- Yükseltürk, E., & Bulut, S. (2007). Predictors for student success in an online course. Educational Technology & Society, 10(2), 71–83.
https://eric.ed.gov/?id=EJ814036 - Zhu, M., & Doo, M. Y. (2022). The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners. Journal of Computing in Higher Education, 34, 321–342. DOI: 10.1007/s12528-021-09301-2
DOI: https://doi.org/10.55982/openpraxis.15.2.556 | Journal eISSN: 2304-070X
Language: English
Page range: 149 - 161
Submitted on: Apr 21, 2023
Accepted on: Jun 15, 2023
Published on: Jul 20, 2023
Published by: International Council for Open and Distance Education (ICDE)
In partnership with: Paradigm Publishing Services
Keywords:
© 2023 Hakan Altinpulluk, Hakan Kilinc, Gokhan Alptekin, Yusuf Yildirim, Onur Yumurtaci, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.