Facilitating motivation through support for autonomy

Abstract

With the increasing ubiquity of new technologies, many claims are being made about their potential to transform tertiary education. But in order for this transformation to be realised a range of issues need to be addressed. Research suggests that student motivation in technology-rich learning environments is one such challenge. This paper reports on one aspect of a larger study that investigates the nature of motivation to learn in online environments. Using self- determination theory (SDT) as an analytical framework, the focus here is on the underlying concept of autonomy. Ways in which certain social and contextual factors can foster perceptions of autonomy, and in turn motivation, are explored. These factors can have a supportive effect on learner motivation. Most prominent among these are the relevance of the learning activity, promotion of interest and active learning opportunities.