Poot Rianne, de Kleijn Renske A M, van Rijen Harold V M, van Tartwijk Jan
a Center for Teaching and Learning, Utrecht University , Utrecht , The Netherlands.
b Biomedical Sciences , Education Center, University Medical Center Utrecht , Utrecht , The Netherlands.
Med Teach. 2017 Mar;39(3):315-320. doi: 10.1080/0142159X.2017.1270428. Epub 2016 Dec 26.
A reported problem with e-learning is sustaining students' motivation. We propose a framework explaining to what extent an e-learning task is motivating. This framework includes students' perceived Value of the task, Competence in executing the task, Autonomy over how to carry out the task, and Relatedness.
To test this framework, students generated items in an online environment and answered questions developed by their fellow students. Motivation was measured by analyzing engagement with the task, with an open-ended questionnaire about engagement, and with the motivated strategies for learning questionnaire (MSLQ).
Students developed 59 questions and answered 1776 times on the questions. Differences between students who did or did not engage in the task are explained by the degree of self-regulation, time management, and effort regulation students report. There was a significant relationship between student engagement and achievement after controlling for previous academic achievement.
This study proposes a way of explaining the motivational value of an e-learning task by looking at students' perceived competence, autonomy, value of the task, and relatedness. Student-generated items are considered of high task value, and help to perceive relatedness between students. With the right instruction, students feel competent to engage in the task.
据报道，电子学习存在的一个问题是如何维持学生的学习动机。我们提出了一个框架，用以解释电子学习任务在多大程度上具有激励作用。该框架包括学生对任务的感知价值、执行任务的能力、对如何执行任务的自主控制权以及关联性。
为了验证这个框架，学生们在在线环境中生成题目，并回答其他同学编写的问题。通过分析对任务的参与度、一份关于参与度的开放式问卷以及学习动机策略问卷（MSLQ）来衡量学习动机。
学生们编写了59道问题，并回答了1776次。参与或未参与任务的学生之间的差异可以通过学生报告的自我调节、时间管理和努力调节程度来解释。在控制了先前的学业成绩后，学生的参与度与成绩之间存在显著关系。
本研究提出了一种通过考察学生的感知能力、自主性、任务价值和关联性来解释电子学习任务激励价值的方法。学生生成的题目被认为具有很高的任务价值，并有助于感知学生之间的关联性。在正确的指导下，学生们会觉得有能力参与任务。
