Factors undermining motivation in place-based blended learning

Abstract

This paper reports on one aspect of a case study that explores the nature of motivation to learn in an online distance environment. The study adopts self-determination theory (SDT) as a theoretical framework and focuses particularly on the underlying concept of autonomy. This is used to explore ways in which certain social and contextual factors, that fail to accommodate the autonomy needs of learners in a blended learning environment, can undermine perceptions of personal agency. This, in turn, has a detrimental effect on self- determined types of motivation including intrinsic motivation. Results from one collaborative group of learners, situated in a co-located blended learning context, are presented here. They illustrate how differing circumstances of students need to be accommodated if we wish to support autonomous types of motivation among learners.