A self-determination theory perspective on online lessons

As technology progresses, online learning is becoming prevalent in schools as a tool for education. Teachers can now develop their teaching content that enhances learning in both synchronous and asynchronous online environments. Teachers who implemented these learning models have had to grapple with unfamiliar challenges, such as the lack of student motivation. Although there have been past recommendations for the development and conduct of effective online lessons, very few studies have viewed it from a motivational perspective. Thus, this chapter complements these suggestions by recommending strategies based on the motivational framework of self-determination theory. Self-determination theory posits that an individual’s motivation lies along a continuum ranging from amotivation to extrinsic motivation to intrinsic motivation. For a student to develop intrinsic motivation, the structural and interpersonal environment must be conducive to facilitate a sense of autonomy, competence and relatedness. Notably, there are sufficient differences between face-to-face and home-based learning such that additional strategies may need to be implemented. Three additional strategies that are aligned to the tenets of self-determination theory are suggested for home-based learning. As more schools embark on the practice of online learning, it is important for these strategies to be utilized and tested in the online environment.