scholarly journals Boosting E-learner’s Motivation through Identifying his/her Emotional States

2021 ◽  
pp. 127-132
Author(s):  
Oussama Hamal ◽  
Nour-Eddine El Faddouli ◽  
Samir Bennani ◽  
Moulay Hachem Alaoui Harouni ◽  
Mustapha Bassiri
Keyword(s):  
Self Determination Theory ◽  
Academic Careers ◽  
Self Determination ◽  
Educational Services ◽  
Emotional States ◽  
High Quality ◽  
Learning Efficiency ◽  
E Learning ◽  
Learning Platforms ◽  
The Voice

The main objective of e-learning platforms is to offer a high quality instructing, training and educational services. This purpose would never be achieved without taking the students' motivation into consideration. Examining the voice, we can decide the emotional states of the learners after we apply the famous theory of psychologist SDT (Self Determination Theory). This article will investigate certain difficulties and challenges which face e-learner: the problem of leaving their courses and the student's isolation.Utilizing Gussian blending model (GMM) so as to tackle and to solve the problems of classification, we can determine the learning abnormal status for e-learner. Our framework is going to increase the students’ motivation through utilizing the notion of agent. Furthermore, it helps to assess teacher with the learning efficiency through putting attention on the learners who have the problems to accomplish the courses' objectives.This will help educatorsto contribute to the intellectual andeducational development of their learners, to prepare them to face real-lifechallengesand to advancetheir academic careers.

scholarly journals Evaluation of an E-Learning Training Program to Support Implementation of a Group-Based, Theory-Driven, Self-Management Intervention For Osteoarthritis and Low-Back Pain: Pre-Post Study (Preprint)

2018 ◽  
Author(s):  
Deirdre A Hurley ◽  
Alison Keogh ◽  
Danielle Mc Ardle ◽  
Amanda M Hall ◽  
Helen Richmond ◽  
...  
Keyword(s):  
Primary Care ◽  
Training Program ◽  
Communication Strategies ◽  
Self Determination Theory ◽  
Interquartile Range ◽  
Self Determination ◽  
Self Management ◽  
Low Back ◽  
Face To Face ◽  
E Learning

BACKGROUND By adaptation of the face-to-face physiotherapist-training program previously used in the Self-management of Osteoarthritis and Low back pain through Activity and Skills (SOLAS) feasibility trial, an asynchronous, interactive, Web-based, e-learning training program (E-SOLAS) underpinned by behavior and learning theories was developed. OBJECTIVE This study investigated the effect of the E-SOLAS training program on relevant outcomes of effective training and implementation. METHODS Thirteen physiotherapists from across Ireland were trained via E-SOLAS by using mixed methods, and seven physiotherapists progressed to implementation of the 6-week group-based SOLAS intervention. The effectiveness of E-SOLAS was evaluated using the Kirkpatrick model at the levels of reaction (physiotherapist engagement and satisfaction with E-SOLAS training methods and content), learning (pre- to posttraining changes in physiotherapists’ confidence and knowledge in delivering SOLAS content and self-determination theory-based communication strategies, administered via a SurveyMonkey questionnaire), and behavior (fidelity to delivery of SOLAS content using physiotherapist-completed weekly checklists). During implementation, five physiotherapists audio recorded delivery of one class, and the communication between physiotherapists and clients was assessed using the Health Care Climate Questionnaire (HCCQ), the Controlling Coach Behaviour Scale (CCBS), and an intervention-specific measure (ISM; 7-point Likert scale). A range of implementation outcomes were evaluated during training and delivery (ie, acceptability, appropriateness, feasibility, fidelity, and sustainability of E-SOLAS) using a posttraining feedback questionnaire and individual semistructured telephone interviews. RESULTS With regard to their reaction, physiotherapists (n=13) were very satisfied with E-SOLAS posttraining (median 5.0; interquartile range 1.0; min-max 4.0-5.0) and completed training within 3-4 weeks. With regard to learning, there were significant increases in physiotherapists’ confidence and knowledge in delivery of all SOLAS intervention components (P<.05). Physiotherapists’ confidence in 7 of 10 self-determination theory-based communication strategies increased (P<.05), whereas physiotherapists’ knowledge of self-determination theory-based strategies remained high posttraining (P>.05). In terms of behavior, physiotherapists delivered SOLAS in a needs supportive manner (HCCQ: median 5.2, interquartile range 1.3, min-max 3.7-5.8; CCBS: median 6.6, interquartile range 1.0, min-max 5.6-7.0; ISM: median 4.5, interquartile range 1.2, min-max 2.8-4.8). Fidelity scores were high for SOLAS content delivery (total %mean fidelity score 93.5%; SD 4.9%). The posttraining questionnaire and postdelivery qualitative interviews showed that physiotherapists found E-SOLAS acceptable, appropriate, feasible, and sustainable within primary care services to support the implementation of the SOLAS intervention. CONCLUSIONS This study provides preliminary evidence of the effectiveness, acceptability, and feasibility of an e-learning program to train physiotherapists to deliver a group-based self-management complex intervention in primary care settings, which is equivalent to face-to-face training outcomes and would support inclusion of physiotherapists in a definitive trial of SOLAS.

The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology

2009 ◽  
Vol 53 (4) ◽  
pp. 1177-1187 ◽  
Author(s):  
Øystein Sørebø ◽  
Hallgeir Halvari ◽  
Vebjørn Flaata Gulli ◽  
Roar Kristiansen
Keyword(s):  
Self Determination Theory ◽  
Self Determination ◽  
Learning Technology ◽  
E Learning

Mandatory Police Training: The Epitome of Dissatisfaction and Demotivation?

2020 ◽  
Vol 14 (1) ◽  
pp. 191-201 ◽  
Author(s):  
Richard Honess
Keyword(s):  
Police Officers ◽  
Police Training ◽  
Self Determination Theory ◽  
Learning Technologies ◽  
Self Determination ◽  
Applied Learning ◽  
National Centre ◽  
Ongoing Training ◽  
Education Theory ◽  
E Learning

Abstract This article reports on a piece of survey research completed by 809 police officers of a Federated Rank in England and Wales. The survey examined the attitudes of the officers with regards to the provision of ongoing training within the police service and their motivation to undertake it, with a particular emphasis on training delivered by e-learning on the National Centre for Applied Learning Technologies platform. The results are discussed through the theoretical framework of andragogy (adult education theory) and self-determination theory with recommendations for improvement made based on these results.

Exploring the influence of a psychoeducational intervention on the psycho-emotional responses to injury in collegiate athletes

2020 ◽  
Author(s):  
◽  
Timothy M. White
Keyword(s):  
Emotional Responses ◽  
Cognitive Appraisals ◽  
Collegiate Athletes ◽  
Self Determination Theory ◽  
Structured Interview ◽  
Self Determination ◽  
Psychological Injury ◽  
Future Research ◽  
Emotional States ◽  
Potential Relationship

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT REQUEST OF AUTHOR.] When an athlete sustains a physical injury, a psychological injury also occurs. This initiates a series of cognitive appraisals, emotional responses, and behavioral responses. These appraisals and responses subsequently relate to the elements of Self-Determination Theory and thus an injured athlete's self-motivation toward rehabilitation, their rehabilitation adherence, and their rehabilitation outcomes. Psychoeducation is an empirically supported intervention known to benefit healthcare outcomes. However, to date, it has not been applied to the context of injured college-age student-athletes. This study tested a psychoeducation intervention aimed at positively influencing an injured athlete's psycho-emotional state. A mixed-method design combining single case design and a semi-structured interview was used to review the experience of three injured collegiate athletes when reading the psychoeducation intervention as well as any relationships between the intervention and their psycho-emotional states. Quantitative results across the participants for the individual subscales of the Psychological Responses to Sport Injury Inventory (PRSII) and the Subjective Units of Distress (SUDS) measure were relatively inconclusive while the qualitative results were more suggestive of a potential relationship between the psychoeducation intervention and the participant's psycho-emotional states. Merging the results and applying them to broader constructs including cognitive appraisals and Self-Determination Theory was more indicative of a potential relationship between the intervention and the participant's psycho-emotional states. Implications, future research, and practical applications are also discussed.

scholarly journals The Role of the External Accountant in Business Planning for Starters: Perspective of the Self-Determination Theory

2021 ◽  
Vol 13 (6) ◽  
pp. 3014
Author(s):  
Stefanie De Bruyckere ◽  
Patricia Everaert
Keyword(s):  
Business Plan ◽  
Self Determination Theory ◽  
The Self ◽  
Self Determination ◽  
Business Planning ◽  
High Quality ◽  
Planning Stage ◽  
Important Challenge

The objective of this study was to gain more insight into the value of business planning for starters and to better understand the role of the external accountant in the planning stage. In particular, survey research was conducted to capture both the quality of the business plan and its effectiveness as perceived by the starter. To unravel the underlying reasons behind the development of a business plan, the framework of the self-determination theory (SDT) was used and adapted to this context. SDT proposes a continuum that distinguishes four types of motivation, ranging from external motivation (i.e., developing a business plan because of a legal obligation) to intrinsic motivation (i.e., developing a business plan because of a personal interest). The results, based on 283 surveys of Belgian starters, showed a relationship between the type of motivation and the quality of the business plan. Entrepreneurs with high introjected or high identified motivation seem to develop a high-quality business plan. This high-quality business plan enables entrepreneurs to increase their effectiveness. Furthermore, entrepreneurs who consulted an accountant during the business planning stage perceived the quality of their business plan as higher than entrepreneurs who did not get advice from an accountant. These findings presuppose an important challenge for external accountants, as their business advice supports entrepreneurs in anticipating “the unexpected”, which subsequently empowers them to monitor their business effectively.

Self-Determination Theory in Human Resource Development: New Directions and Practical Considerations

2018 ◽  
Vol 20 (2) ◽  
pp. 133-147 ◽  
Author(s):  
C. Scott Rigby ◽  
Richard M. Ryan
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
Affective Commitment ◽  
Resource Development ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
High Quality

The Problem There has been a “Copernican turn” in approaches to motivation and management: The focus in human resource development (HRD) and management circles today is no longer on how companies can motivate or incentivize employees from the outside, but instead on how they can effectively foster and support the high-quality motivation that comes from within employees. Developing affective commitment and intrinsic motivation is highlighted as a key to organizational success and employee satisfaction. The Solution In this article, we review our applications of self-determination theory (SDT; Ryan & Deci, 2017) concerning how organizations can both assess and build a culture of high-quality motivation. We review a continuum of types of motivation in the workplace that range from passive or controlled compliance to personal valuing of and intrinsic interest in one’s work. We then discuss how support for employees’ basic psychological needs for autonomy, competence, and relatedness leads to these higher quality types of motivation. Evidence shows that enhanced need satisfaction can come from managerial climate, job design, and well-crafted compensation strategies, as well as being influenced by the perceived mission of the company. A focus on basic needs provides a practical basis for leveraging positive change and achieving goals from talent retention to workplace wellness. The Stakeholders This article was written to help both researchers and practitioners in HRD (i.e., organizational leaders, human resource professionals, managers) learn the basic principles and applications of SDT as a means of unlocking a more practical and actionable model for engagement and motivation. This review not only translates SDT into practice, opening opportunity for collaboration between researchers and practitioners, but also provides meaningful insight into sustained employee motivation and engagement, job satisfaction, and productivity.

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