Date of Award
12-20-2024
Date Published
January 2023
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Instructional Design, Development and Evaluation
Advisor(s)
Moon-Heum Cho
Subject Categories
Education
Abstract
Abstract Learner engagement is a malleable state influenced by various contextual factors. Prior research has identified several elements that affect engagement, including learning styles, course perception, computer self-efficacy, and a sense of presence. Furthermore, it is imperative to consider both learner engagement dimensions and environmental affordances when investigating learner engagement. This study, grounded in Self-Determination Theory (SDT), investigates the effects of SDT-based instructional strategies on learner engagement in asynchronous online discussions (AODs). The primary aim is to examine how these strategies, designed to support learners perceived psychological needs of autonomy, relatedness, and competence, affect behavioral, cognitive, and emotional dimensions of engagement. Utilizing a quasi-experimental, sequential mixed-methods design, the study was conducted over 15 weeks with 32 learners in a graduate-level course. It involved a comparative condition (non-SDT AOD) and an experimental condition (SDT-based AOD), aimed to address the following research questions: 1) How do SDT-based instructional strategies impact learner engagement in AODs? 2) How do learners perceived psychological needs of autonomy, relatedness, and competence relate to their engagement dimensions in SDT-based AODs? 3) How do learners perceive the influence of SDT-based instructional strategies on their engagement? The study began with a quantitative phase, followed by qualitative data collection and analysis. Multiple sources of data were collected, including self-reported survey, semi- structured interview, and discussion discourse. Findings revealed a significant increase in learners perceived autonomy for SDT-based AODs. While perceived relatedness and competence did not show significant differences between the two conditions, these factors still played a crucial role in enhancing learners’ actual engagement as evidenced by the discussion discourse analysis. Social network analysis (SNA) showed SDT-based AODs fostered stronger interactions and a more inclusive environment. Content analysis with discussion discourse indicated higher cognitive and emotional engagement in SDT-based AODs, corroborated by interview data highlighting enhanced continuous engagement, critical thinking, and a stronger sense of community. This study significantly advances the theoretical understanding of online learning by examining AOD instructional strategies through the lens of SDT. It provides empirical insights into effective instructional designs and uniquely treats learner engagement as a multi- dimensional construct, offering a comprehensive look at how SDT-based instructional strategies impact behavioral, cognitive, and emotional engagement. Using a mixed-methods approach, the research captures the dynamic nature of engagement more effectively than self-reports alone. Grounded in SDT, the study suggests instructional strategies that leverage motivational principles to enhance interaction and higher-order cognitive processing in AODs, underscoring the importance of designing online learning environments that fulfill learners' psychological needs. It also explores the independent effects of satisfying autonomy, competence, and relatedness on different engagement dimensions, offering a nuanced understanding for more targeted strategies. These contributions enhance the implementation of effective online instructional strategies, leading to improved learner engagement and academic outcomes.
Access
Open Access
Recommended Citation
Wu, Qi, "EFFECTS OF SELF-DETERMINATION THEORY (SDT)-BASED INSTRUCTIONAL STRATEGIES ON LEARNER ENGAGEMENT IN ASYNCHRONOUS ONLINE DISCUSSIONS (AODS)" (2024). Dissertations - ALL. 2031.
https://surface.syr.edu/etd/2031
