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Reexamining the impact of self-determination theory on learning outcomes in the online learning environment

机译：重新审视自决理论对在线学习环境中学习结果的影响

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摘要

While various researchers have conducted work supporting the validity of self-determination theory (SDT) in the conventional learning setting, few attempts have been made to explore its application in the online learning context. In a recent study using structural equation modeling (SEM), Chen and Jang (2010) concluded that the SDT-based model was unable to predict the learning outcomes in online programs. After analyzing the model employed in their study, the researchers of the current study identified possible measurement issues and aimed to further examine the SDT-based model after modifications. More than 300 undergraduate students from seven online courses completed the SDT surveys. The results indicated that the satisfaction of basic psychological needs enhanced self-regulated motivation, which was associated with higher perceived knowledge transfer and increased achievement of course objectives in online courses. This study provides empirical evidence for the application of the SDT-based model in the online learning environment.
机译：虽然各种研究人员在传统学习环境中进行了支持自我确定理论（SDT）的有效性的工作，但是已经在在线学习环境中探索其应用。在最近使用结构方程建模（SEM）的研究中，陈和jang（2010）得出结论，基于SDT的模型无法预测在线计划中的学习结果。在分析其研究中使用的模型后，研究人员对可能的测量问题确定了可能的测量问题，并旨在在修改后进一步检查基于SDT的模型。来自七个在线课程的300多名本科生完成了SDT调查。结果表明，基本心理需求的满意度提高了自我监管的动机，这与在线课程中的课程目标的更高的知识转移和增加的成就相关。本研究提供了在在线学习环境中应用基于SDT的模型的经验证据。

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