Otwarty dostęp

An Analysis of Intercultural Students’ Self-Determination in Graduate Online Programmes: Implications for Praxis


Zacytuj

1. Baumeister, R., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497-529. doi:10.1037/0033-2909.117.3.49710.1037/0033-2909.117.3.497 Search in Google Scholar

2. Bissessar, C. S. (2014). Students’ perceptions of an online B.Ed. programme. Journal of Education and Practice, 5(10), 57-65. Search in Google Scholar

3. Chen, K.-C., & Jang, S.-J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behaviour, 26(4), 741-752. doi: 10.1016/j.chb.2010.01.01110.1016/j.chb.2010.01.011 Search in Google Scholar

4. Cho, M., & Heron, M. (2015). Self-regulated learning: The role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online Mathematics course. Distance Education, 36(1), 80-99. doi:10.1080/01587919.2015.101996310.1080/01587919.2015.1019963 Search in Google Scholar

5. Clarida, B. H., Bobeva, M., Hutchings, M., & Taylor, J. (2015). Strategies for Digital Inclusion: Towards a Pedagogy for Embracing and Sustaining Student Diversity and Engagement with Online Learning. IAFOR: Journal of Academic Education, 3(SE). https://doi.org/10.22492/ije.3.se.0610.22492/ije.3.se.06 Search in Google Scholar

6. deCharms, R. (1968). Personal causation. New York: Academic Press. Search in Google Scholar

7. Deci, E. L. (1975). Intrinsic motivation. New York: Plenum.10.1007/978-1-4613-4446-9 Search in Google Scholar

8. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum Press.10.1007/978-1-4899-2271-7 Search in Google Scholar

9. Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska Symposium on motivation: Perspectives on motivation, 38 (pp. 237–288). Lincoln: University of Nebraska Press. Search in Google Scholar

10. Deci, E. L., & Ryan, R. M. (n.d.) Self-determination theory: Overview. Retrieved from http://selfdeterminationtheory.org/theory/ Search in Google Scholar

11. Durksen, T. L., Chu, M.-W., Ahmad, Z. F., Radil, A. I., & Daniels, L. M. (2016). Motivation in a MOOC: a probabilistic analysis of online learners’ basic psychological needs. Social Psychology of Education, 19(2), 241–260. doi:10.1007/s11218-015-9331-910.1007/s11218-015-9331-9 Search in Google Scholar

12. Filak, V. F., & Nicolini, K. M. (2018). Differentiations in motivation and need satisfaction based on course modality: a self-determination theory perspective. Educational Psychology, 38(6), 772–784. https://doi.org/10.1080/01443410.2018.145777610.1080/01443410.2018.1457776 Search in Google Scholar

13. Glenn, E. (2000). Citizenship and equality: Historical and global perspectives. Social Problems, 47(1), 1-20. doi: 10.2307/309714910.2307/3097149 Search in Google Scholar

14. Guay, F., Vallerand, J., & Blanchard, C. (2000). On the Assessment of Situational Intrinsic and Extrinsic Motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion, 24(3), 175-213.10.1023/A:1005614228250 Search in Google Scholar

15. Harter, S. (1978). Effectance motivation reconsidered: Toward a developmental model. Human Development, 1, 661-669. https://doi.org/10.1159/00027157410.1159/000271574 Search in Google Scholar

16. Hartnett, M., St. George, A., & Dron, J. (2011). Examining Motivation in Online Distance Learning Environments: Complex, Multifaceted, and Situation-Dependent. International Review of Research in Open and Distance Learning, 12(6), 20-38. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1030/195410.19173/irrodl.v12i6.1030 Search in Google Scholar

17. Held, M. F., Thoma, C. A., & Thomas, K. (2004). “The John Jones Show”: How one teacher facilitated self-determined transition planning for a young man with autism. Focus on Autism and Other Developmental Disabilities, 19(3), 177-188.10.1177/10883576040190030501 Search in Google Scholar

18. Heo, J. C., & Han, S. (2018). Effects of motivation, academic stress and age in predicting self-directed learning readiness (SDLR): Focused on online college students. Education and Information Technologies, 23(1), 61–71.10.1007/s10639-017-9585-2 Search in Google Scholar

19. Hofstede, G. (2018). Country Comparison. Hofstede Insights. Retrieved from https://www.hofstede-insights.com/product/compare-countries/ Search in Google Scholar

20. Joo, Y. J., So, H.-J., & Kim, N. H. (2018). Examination of relationships among students’ self-determination, technology acceptance, satisfaction, and continuance intention to use K-MOOCs. Computers & Education, 122, 260–272. doi: 10.1016/j.compedu.2018.01.00310.1016/j.compedu.2018.01.003 Search in Google Scholar

21. Kahn, P., Everington, L., Kelm, K., & Watckins, F. (2017). Understanding student engagement in online learning environment: the role of reflexivity. Educational Technology Research and development, 65(1).10.1007/s11423-016-9484-z Search in Google Scholar

22. LeBaron, M. (2003a) Communication tools for understanding cultural differences. Beyond Intractability. Retrieved from https://www.beyondintractability.org/essay/communication_tools Search in Google Scholar

23. LeBaron, M. (2003b) Cross-cultural communication. Beyond Intractability. Retrieved from https://www.beyondintractability.org/essay/cross-cultural-communication Search in Google Scholar

24. Miltiadou, M., & Savenye, W. C. (2003). Applying social cognitive constructs of motivation to enhance student success in online distance education. Educational Technology Review, 11(1). Retrieved from https://www.learntechlib.org/p/17795/ Search in Google Scholar

25. MSCI (2018). Annual market classification review. Retrieved from https://www.msci.com/market-classification Search in Google Scholar

26. Mullen, G. E., & Tallent-Runnels, M. K. (2006). Student outcomes and perceptions of instructors’ demands and support in online and traditional classrooms. Internet & Higher Education, 9(4), 257–266. http://dx.doi.org/10.1016/j.iheduc.2006.08.00510.1016/j.iheduc.2006.08.005 Search in Google Scholar

27. OECD (2017). Education at a Glance 2017: OECD Indicators. Paris: OECD Publishing. http://dx.doi.org/10.1787/eag-2017-en10.1787/eag-2017-en Search in Google Scholar

28. Pelletier, L. G., Fortier, M. S., Vallerand, R. J., & Brière, N. M. (2001). Associations Among Perceived Autonomy Support, Forms of Self-Regulation, and Persistence: A Prospective Study. Motivation & Emotion, 25(4), 279–306. doi: 10.1023/A:101480513240610.1023/A:1014805132406 Search in Google Scholar

29. Pentaraki, A. D., & Burkholder, G. (2017). Emerging Evidence Regarding the Roles of Emotional, Behavioural, and Cognitive Aspects of Student Engagement in the Online Classroom. European Journal of Open, Distance and E-Learning, 20(1), 1-21. Retrieved from http://www.eurodl.org/?p=archives&year=2017&halfyear=1&article=73610.1515/eurodl-2017-0001 Search in Google Scholar

30. Reis, H. T. (1994). Domains of experience: Investigating relationship processes from three perspectives. In R. Erber & R. Gilmour (Eds.), Theoretical frameworks for personal relationships (pp. 87-110). Hillsdale, NJ: Erlbaum. Search in Google Scholar

31. Ryan, R. M., & Connell, J. P. (1989). Perceived Locus of Causality and Internalization: Examining Reasons for Acting in Two Domains. Journal of Personality and Social Psychology, 57(5), 749–761. doi: 10.1037/0022-3514.57.5.74910.1037/0022-3514.57.5.749 Search in Google Scholar

32. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. doi: 10.1006/ceps.1999.102010.1006/ceps.1999.1020 Search in Google Scholar

33. Ryan, R. M., Kuhl, J., & Deci, E. L. (1997). Nature and autonomy: Organizational view of social and neurobiological aspects of self-regulation in behaviour and development. Development and Psychopathology, 9, 701-728.10.1017/S0954579497001405 Search in Google Scholar

34. Statista (2018). E-learning and digital education – Statistics & Facts. Retreieved from https://www.statista.com/topics/3115/e-learning-and-digital-education/ Search in Google Scholar

35. White, R. W. (1963). Ego and reality in psychoanalytic theory. New York: International Universities Press. Search in Google Scholar

eISSN:
1027-5207
Język:
Angielski
Częstotliwość wydawania:
2 razy w roku
Dziedziny czasopisma:
Social Sciences, Education, Curriculum and Pedagogy, other