scholarly journals Digital support for student engagement in blended learning based on self-determination theory

2021 ◽  
pp. 106909
Author(s):  
Thomas K.F. Chiu
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Self Determination Theory ◽  
Self Determination

The Blended Learning Environment in Higher Education

2016 ◽  
pp. 180-197
Author(s):  
Ellen Boeren
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Self Determination Theory ◽  
Self Determination

This chapter explores the author's experiences with blended learning, both as a tutor and as a student at a British Russell Group University. The chapter starts from the importance of encouraging an autonomy supporting learning environment, featured within self-determination theory (Ryan & Deci, 2000). In the first part of the chapter, definitions of blended learning will be briefly reviewed. Secondly, the role of the learning environment will be explained, drawing upon previous research on learning environments undertaken by Darkenwald and Valentine (1986), mentioning the importance of the learning environment within motivational theories. Thirdly, results of a critical analysis on the own teaching and learning practice will be conducted, comparing the perspective of being a tutor and being a student. Finally, recommendations for future teaching practice will be discussed, before concluding this chapter.

Student (Dis)Engagement and Need-Supportive Teaching Behavior: A Multi-Informant and Multilevel Approach

2015 ◽  
Vol 37 (4) ◽  
pp. 353-366 ◽  
Author(s):  
Lynn Van den Berghe ◽  
Isabel B. Tallir ◽  
Greet Cardon ◽  
Nathalie Aelterman ◽  
Leen Haerens
Keyword(s):  
Student Engagement ◽  
Physical Education ◽  
Self Determination Theory ◽  
Self Determination ◽  
Future Research ◽  
Physical Education Teachers ◽  
Teaching Behavior ◽  
Need Support ◽  
Teachers And Students ◽  
Causality Orientations

Starting from self-determination theory, we explored whether student engagement/disengagement relates to teachers’ need support and whether this relationship is moderated by teachers’ causality orientations. A sample of 2004 students situated in 127 classes taught by 33 physical education teachers participated in the study. Both teachers and students reported on students’ (dis)engagement, allowing investigation of the proposed relationships both at the student and teacher level. Most of the variance in need support was at the student level, but there was also between-teacher and between-class variance in need support. Engagement related to more need support, but only at the student level. In total, few moderation effects were found. Teachers with a relatively low controlled orientation were more need supportive when perceiving their students as emotionally and behaviorally engaged. By making teachers aware of these dynamics, automatic responses to student engagement can be better thought out. Recommendations for future research are discussed.

scholarly journals Patterns of motivating teaching behaviour and student engagement: a microanalytic approach

2021 ◽  
Author(s):  
Miriam Cents-Boonstra ◽  
Anna Lichtwarck-Aschoff ◽  
Mayra Mascareño Lara ◽  
Eddie Denessen
Keyword(s):  
Student Engagement ◽  
Positive Feedback ◽  
Self Determination Theory ◽  
Self Determination ◽  
Future Research ◽  
Educational Success ◽  
Teaching Behaviour ◽  
Event Based ◽  
Positive Engagement

AbstractPositive student engagement is a prerequisite for students’ educational success. In this study, a microanalytic approach was used to explore patterns in teachers’ use of specific motivating teaching behaviours from the perspective of self-determination theory in relation to indicators of students’ positive engagement. The lessons of 52 teachers were observed and event-based coded. Results showed that specifically asking motivating questions and providing positive feedback and support during exercises were associated with subsequent positive student engagement. Unexpectedly, some demotivating teaching behaviours were also found to relate to positive student engagement, although to a lesser extent. Implications and directions for future research are discussed.

scholarly journals Learning A La Carte: A Theory-Based Tool For Maximizing Student Engagement

2016 ◽  
Vol 13 (2) ◽  
pp. 79-84 ◽  
Author(s):  
Jeremy Sibold
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Self Determination Theory ◽  
The Self ◽  
Self Determination ◽  
Course Development ◽  
Critical Component ◽  
Education Environment ◽  
Primary Model ◽  
A La Carte

It is well-established that motivation is a critical component of one’s best performance of a task.  A primary model in the field of motivation is the self-determination theory (SDT).  The three pillars of SDT include competency, autonomy, and relatedness; when supported these have been shown to improve the quality, consistency, and persistence of one’s effort at a task.  It is the purpose of this article to examine relevant SDT research, and utilize relatable trans-disciplinary findings in support of the discussion of a novel course development technique that maximizes student engagement in the higher education environment—the assessment menu

The Blended Learning Environment in Higher Education

2016 ◽  
pp. 252-270
Author(s):  
Ellen Boeren
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Self Determination Theory ◽  
Self Determination

This chapter explores the author's experiences with blended learning, both as a tutor and as a student at a British Russell Group University. The chapter starts from the importance of encouraging an autonomy supporting learning environment, featured within self-determination theory (Ryan & Deci, 2000). In the first part of the chapter, definitions of blended learning will be briefly reviewed. Secondly, the role of the learning environment will be explained, drawing upon previous research on learning environments undertaken by Darkenwald and Valentine (1986), mentioning the importance of the learning environment within motivational theories. Thirdly, results of a critical analysis on the own teaching and learning practice will be conducted, comparing the perspective of being a tutor and being a student. Finally, recommendations for future teaching practice will be discussed, before concluding this chapter.

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