June 3, 2021 / By Maurice Kinsella, Niamh Nestor, John Wyatt

In this article from The Campus, Part of the Times Higher Education, Maurice Kinsella and Niamh Nestor explain how to use self-determination theory as a guide to boost student motivation through careful online course design.

A helpful starting point is self-determination theory. This theory provides crucial insights into how course designers can better understand and integrate motivation-enhancing strategies into their VLE.

Here, three foundational psychological “needs” underpin motivation.

Autonomy emerges when students possess choice and control, the sense that they can exercise some ownership over their learning experience. Instructors should ask themselves: “Am I providing students with sufficient opportunities to contribute towards their module’s teaching and learning strategies?”

Competency emerges when students possess the ability to engage with and complete challenges effectively, the sense that they can achieve mastery of the tasks presented to them. Instructors should ask themselves: “Am I providing students with the resources to fully engage with their module’s learning requirements and develop their capabilities?”

Relatedness emerges when students are connected with others through positive relationships, the sense that they are personally integrated into their learning environment and experience. Instructors should ask themselves: “Am I providing students with the means to connect with their module class productively and meaningfully?”

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