Document Type : Original Research Paper

Authors

• S;GH Ghasemtabar ¹
• akbar momeni rad ²
• Vahid Salehi ³
• R. Salehi ³

¹ faculty at Kharazmi University

² educational sciences department, humanities faculty, Bu - Ali Sina University, Hamadan, Iran

³ Faculty of Psychology and Educational Sciences, Sayyed Jamaleddin Asadabadi University, Hamadan, Iran

Abstract

Motivation is one of the main factors of learners' success in web-based learning environments. The purpose of this study was the external validation of the motivational model for web-based Teaching with emphasis on the role of the teacher. The proposed model is based on self-determination theory and consists of three main categories (social presence, cognitive engagement, management) and nine sub-categories. In this quasi–experimental study, a pretest–posttest design with a control group was used. The population included all the undergraduate students of Kharazmi University (Karaj campus) in the academic year 2015-2016 Of these, 44 students were selected through a random sampling procedure and were randomly assigned to either of experimental and control groups. Both groups participated in training course of communication skills. The study instrument was Haller’s Situational Motivational scale that assesses four constructs of the self-determination theory (intrinsic motivation, identified regulation, external regulation, and amotivation). For data analyses, an analysis of covariance (ANCOVA) was applied. The results showed that the proposed model can improve the learners' intrinsic motivation in web-based learning environment and can be a basis for teaching in virtual instruction courses.

Keywords: web-based learning, self-determination, motivational model

Keywords

• web-based learning
• self-determination
• motivational model

Main Subjects

• e-learning