Understanding and Applying Motivational Theories in Online Learning Environments

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Mayall, H. (2012). Understanding and Applying Motivational Theories in Online Learning Environments. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 642-646). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/39644.

• Share:
• 
• 
• 
• 
• 
• 
• 

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2012
Austin, Texas, USA
March 5, 2012
ISBN 1-880094-92-4
  Paul Resta
AACE

More Information on SITE
Table of Contents

Author

Hayall Mayall, Northern Illinois University, United States

Abstract

Building motivating and engaging online learning environments provide many challenges for the online instructor. Because of the impersonal nature of the online learning environment, instructors should carefully consider engagement and motivational theory when it comes to course design. By first understanding some of the key motivational theories, online instructors can then apply some best-practices when designing online courses. Goal theory, attribution theory, self-regulation theory, and flow theory are discussed with practical applications to online learning.

Also Read

• The Use of Podcasts in a Technology Integration Course for Pre-service Teachers' Development of Technological Pedagogical Content Knowledge
• Facebook as an Online Learning Environment: Perceptions of Undergraduate Students
• Looking for evidence of change: Evaluation in the Teaching Teachers for the Future project
• How Virtual Learning Environments Function to Simulate IEP Team Meetings in a Distance Teacher Education Program
• Instructional Design Considerations for Science E-Learning
• Teaching Problem Solving through Game Design: Reflections on Game Design and Learning Summer Camp
• Toward a Taxonomy of Distributed Learning Delivery Modes
• The Effects of Modality and Multimedia Comprehension on the Performance of Students with Varied Multimedia Comprehension Abilities when Exposed to High Complexity, Self-paced Multimedia Instructional Materials
• Assessing the Correlations Among Cognitive Overload, Online Course Design and Student Self-efficacy
• ICT in the Middle East: Looking at Mobile Technologies

Tags