The Self-determination theory (SDT) is one of the most comprehensive and empirically supported theories of motivation. Past research indicated that SDT predicts a variety of learning outcomes, including performance, persistence, and course satisfaction (Deci & Ryan, 1985). The SDT-based strategies may apply to a variety of educational settings including online learning environments (Kuan-Chung & Syh-Jong, 2010).
In line with the SDT, when students’ basic psychological needs for autonomy, competence, and relatedness are met, they are more likely to internalise their motivation to learn and be more engaged in their studies. Below are some examples of how each of the components could be fostered in your Blackboard courses.
Autonomy
‘I prompt students to research a certain idea to bring back to our synchronous class time. I have found that making students responsible for finding content that guides the discussion makes them highly invested.‘ (Forbes, 2020)
- Use a Form or Discussion to ask students what they are hoping to get out of the module.
- Make your asynchronous activities flexible e.g. if you ask students to write a blog post, let them choose the topic.
- Where possible, offer multiple formats for completing assessments and activities.
Competence
’A central notion is that students will only engage and personally value activities they can actually understand and master.‘ (Niemiec & Ryan, p. 139)
- Provide students with a meaningful rationale for each learning activity.
- Use Blackboard functions such as progress tracking and release conditions to reinforce the perception of progression and avoid overwhelming students with a large number of activities presented to them at once.
- Keep your unit structure simple, easy to navigate and consistent.
- Explain how to navigate your module and give students a suggested timeframe for completing activities.
- Set clear expectations on how you will be communicating with students and how you expect them to communicate with you.
- Provide them with formative feedback which can be applied to their summative assessments.
Relatedness
‘Research has shown one of the greatest challenges for learning institutions and instructors when designing and implementing online courses is to provide a sense of community with constructive feedback and provide open forthcoming communications‘ (Boiling, et al., 2011, p. 123)
- Use Blackboard tools which facilitate collaboration such as Discussions.
- Use examples that your students can relate to.
- Link asynchronous online activities to live sessions.
- Create a short introduction welcome video to the unit.
- Be an active member of your unit’s online community, e.g., if you set up a Discussion, contribute to it.
How is autonomy, competence and relatedness fostered in your teaching? Could you implement any of the suggestions above?
References
- Boling, E.C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. The Internet and Higher Education. 15(2), 118-126. https://doi.org/10.1016/j.iheduc.2011.11.006
- Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press. http://dx.doi.org/10.1007/978-1-4899-2271-7
- Forbes, L. K. (2020). Fostering Fun: Engaging Students with Asynchronous Online Learning. https://www.facultyfocus.com/articles/online-education/fostering-fun-engaging-students-with-asynchronous-online-learning/
- Kuan-Chung, C. & Syh-Jong, J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior. 26(4), 741-752. https://doi.org/10.1016/j.chb.2010.01.011
- Niemiec, C.P. & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom. Applying self-determination theory to educational practice. Theory and Research in Education. 7(2), 133-144. https://doi.org/10.1177/1477878509104318