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首页> 外文期刊>Journal of research on technology in education >Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self- determination and intrinsic motivation
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Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self- determination and intrinsic motivation

机译：使用个性化学习作为在线高等教育中促进学习者的教学方法：学习者自我决心和内在动机

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摘要

In this qualitative comparison study, we examine the perceived efficacy of using personalized learning (PL) activities based on PL principles to support students' psychological need satisfaction and intrinsic motivation in an online course using a traditional one-size-fits-all model. We apply self-determination theory as a framework to investigate students' perceptions of their psychological need satisfaction (e.g., competence, autonomy, and relatedness) and relation to students' intrinsic motivation when enrolled in an online course implementing PL principles. Overall, the study results showed the potential of implementing personalized learning principles in online courses to support students' psychological need satisfaction (e.g., autonomy and competence) and intrinsic motivation. Furthermore, students perceived the PL interventions as engaging and effective in meeting their learning needs and interests.
机译：在这种定性比较研究中，我们研究了使用基于PL原则使用个性化学习（PL）活动的感知效果，以支持学生的心理需求，使用传统的单尺寸适合所有模型在线课程中的心理需求和内在动机。我们将自决理论作为一个框架，以调查学生对他们的心理需求的看法（例如，能力，自主权和相关性）以及与学生在参加实施PL原则的在线课程时的内在动机的关系。总体而言，研究结果表明，在网上课程中实施个性化学习原则的潜力，以支持学生的心理需求（例如，自主权和能力）和内在动机。此外，学生认为PL干预措施是参与和有效满足他们的学习需求和利益。

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