The Implementation of Self-Determination Theory on the Opportunities and Challenges for Blended e-Learning in Motivating Egyptian Logistic Learners
Learner motivation is considered to be an important
component for the Blended e-Learning (BL) Method. BL is an
effective learning method in multiple domains, which opens several
opportunities for its participants to engage in the learning
environment. This research explores the learners’ perspective of BL
according to the Self-Determination Theory (SDT). It identifies the
opportunities and challenges for using the BL in Logistics Education
(LE) in Egyptian Higher Education (HE). SDT is approached from
different perspectives within the relationship between Intrinsic
Motivation (IM), Extrinsic Motivation (EM) and Amotivation (AM).
A self-administered face-to-face questionnaire was used to collect
data from learners who were geographically widely spread around
three colleges of International Transport and Logistics (CILTs) at the
Arab Academy for Science, Technology and Maritime Transport
(AAST&MT) in Egypt. Six hundred and sixteen undergraduates
responded to a questionnaire survey. Respondents were drawn from
three branches in Greater Cairo, Alexandria, and Port Said. The data
analysis used was SPSS 22 and AMOS 18.
[1] Romano, J., Wallace, T. L., Helmick, I. J., Carey, L. M., and Adkins, L.,
“Study procrastination, achievement, and academic motivation in webbased
and blended distance learning,” The Internet and Higher
Education, vol. 8, no.4, pp.299–305, 2005. [2] Chen, Kuan-Chung and Jang, Syh-Jong “Motivation in online learning:
Testing a model of self-determination theory” Computers in Human
Behavior, vol. 26, no. 4, pp.741-752, 2010.
[3] Jones, A., and Issroff, K., “Learning technologies: Affective and social
issues in computer-supported collaborative learning,” Computers &
Education, vol. 44, no.4, 395–408, 2005.
[4] Miltiadou, M., and Savenye, W. C., “Applying social cognitive
constructs of motivation to enhance student success in online distance
education,” Educational Technology Review, vol.11, no.1, pp. 78-95,
2003.
[5] O. Delialiog lu,“Student Engagement in Blended Learning
Environments with Lecture-Based and Problem-Based Instructional
Approaches,” Educational Technology & Society, vol.15, no.3, pp.310–
322, 2012.
[6] A. Mahnken, M. Baumann, M. Meister, V. Schmitt, and M. Fischer, “
Blended Learning in Radiology: Is Self-Determined Learning Really
More Effective?,” European Journal of Radiology, vol.78, No.3, pp.
384-387, 2011.
[7] P. Pintrich, and D. Schunk, “Motivation in education: Theory, research,
and applications,” 2nd ed. Upper Saddle River, NJ: Prentice Hall. pp.1-
433, 2002
[8] E. Deci, and R. Ryan, “The “what” and “why” of goal pursuits: Human
needs and the self- determination of behavior,” Psychological
Inquiry,Vol. 11, pp. 227–268, 2000.
[9] Ryan, R., & Deci, E. “Intrinsic and extrinsic motivations: Classic
definitions and new directions,” Contemporary educational psychology,
vol. 25, no.1, 54–67. 2000.
[10] E. Deci, and R. Ryan, “Self-determination theory: A macro-theory of
human motivation, development, and health” Canadian Psychology, vol.
49, pp.182–185, 2008.
[11] R. Vallerand, and C. Ratelle, “Intrinsic and extrinsic motivation: A
hierarchical model”. In E. L. Deci & R. M. Ryan (Eds.), Handbook of
self-determination research, Rochester, NY: University of Rochester
Press, pp. 37–63, 2002.
[12] N. Gillet, R. Vallerand, and M. Lafrenière, “Intrinsic and extrinsic
school motivation as a function of age: the mediating role of autonomy
support”, Social Psychology Education, vol.15, no.1, pp. 77-95, 2012.
[13] C. Bachman, and C. Stewart, “Self Determination theory and webenhanced
course template development,” Technology and teaching,
SAGE, Vol.38, no.3, pp.180-188, 2011.
[14] E. Deci, and R. Ryan, Intrinsic Motivation and Self Determination In
Human Behavior. New York: Plenum, pp. 1-372,1985.
[15] C. Sansone, W. Rodriguez, K. Nakatani, J. Wynekoop, R. Boggs, and C.
Fornaciari, “Best practices for motivating students in e-courses,” AASA
(American Association of School Administrators) Professor, vol.25,
pp.36–42, 2002.
[16] A. Kluger, and A. DeNisi, “The effects of feedback interventions on
performance: A historical review, a meta-analysis, and a preliminary
feedback intervention theory,” Psychological Bulletin, vol.119, pp.254–
284, 1996.
[17] T. Waidee, “A development of computer assisted instruction on
computer network system and data communication fundamental for
information technology for life”. Unpublished master’s thesis, King
Mongkut’s Institute of Technology Ladkrabang, Bangkok, Thailand,
2003.
[18] K. Olapiriyakul, and J. Scher, “A guide to establishing hybrid learning
courses: employing information technology to create a new learning
experience and a case study,” Internet- and- Higher- Education, vol.9,
pp.287–301, 2006.
[19] U, Sucaromana, “The Effects of Blended Learning on the Intrinsic
Motivation of Thai EFL Students’ English Language Teaching,”
Published by Canadian Center of Science and Education, vol. 6, no.5,
pp. 141-147, 2013.
[20] R. Osguthorpe, and C. Graham, “Blended learning environments:
Definitions and directions,” The Quarterly Review of Distance
Education, vol. 4, no.3, pp.227-233, 2003.
[21] J. Cameron, and D. Pierce, “Reinforcement, Reward, and Intrinsic
Motivation: A meta-Analysis,” Education and Educational Research,
vol. 64,no.3, pp. 363-423, 1994.
[22] S. Vlachopoulos, and C. Karageorghis, “Interaction of External,
Introjected, and Identified regulation with exercise enjoyment" Journal
of Applied Biobehavioral research, vol.10, no.2, p.113-132, 2005.
[23] G. Lavigne, R. Vallerand, and P. Miquelon, “A motivational Model of
persistence in Science education: A self determination theory approach,”
European Journal of Psychology of Education, Vol. XXII, no.3, pp.351-
369, 2007.
[24] M. Spittle, K. Jackson, and M. Casey, “Applying self-determination
theory to understand the motivation for becoming a physical education
teacher,” Teaching and Teacher Education, vol.25, pp.190-197, 2009.
[25] L. Pelletier, M. Fortier, R. Vallerand, and N. Briere, “Associations
among perceived autonomy support, forms of self-regulation, and
persistence: A prospective study,” Motivation and Emotion, vol.25,
pp.279–306, 2001.
[26] W. Wu, and L. Hwang, “The effectiveness of E-Learning for Blended
courses in colleges: A Multi-level Empirical Study,” International
Journal of Electronic Business Management, vol.8, no.4, pp.312-322,
2010.
[27] J. Corpus, & S. Wormington, “Profiles of Intrinsic and Extrinsic
Motivations in Elementary School: A Longitudinal Analysis,” Journal of
Experimental Education,” vol. 82, no.4, pp.480-501, 2014.
[28] E. Klinger, “Conceptual framework and issues for a goals-oriented
treatment perspective: A commentary on “Where do we go from here?
The goal perspective in psychotherapy,” Clinical Psychology: Science
and Practice, vol.13,pp. 371–374, 2006.
[29] J. Ireland, S. Martindale, N. Johnson, D. Adams, W. Eboh, and E.
Mowatt, “Blended learning in education: Effects on knowledge and
attitude,” British Journal of Nursing, vol.18, pp.24-30, 2009
[30] J. Larreamendy-Joerns, and G. Leinhardt, “Going the distance with
online education,” Review of Educational Research, vol.76, pp.567-605,
2009.
[31] D. Brunner, “Using blended effectively in Christian higher education,”
Christian Scholars Review, vol.36, pp.115-126, 2007.
[32] B. Muirhead, “A Canadian perspective on the uncertain future of
distance education,” Distance Education, vol.26,pp.239-254, 2005.
[33] M. Verkroost, L. Meijerink, H. Linsten, and W. Veen, “Finding a
Balance in Dimensions of Blended Learning,” International Journal on
E-Learning Academic Research Library, vol.7, no. 3, pp.499-522, 2008.
[34] J. Ruiz, M. Mintzer, and M. Leipzig, “The impact of E-learning in
medical education,” Public health reports, vol.81, no.3, pp.207-212,
2006.
[35] J. Hair, R. Anderson, R. Tatham, and W. Black, Multivariate Data
Analysis. Prentice Hall NSW, Australia, 1998.
[36] R. Darner, “An Empirical Test of Self Determination theory as guide to
fostering environmental motivation,” Environmental Education
Research, vol.18, no.4, pp.463-472, 2012.
[37] J. Hanisch, M. Caroll, B. Combes, and A. Millington, “Online LIS
Education: Towards the Right Balance of Flexibility and Engagement”.
2011
[1] Romano, J., Wallace, T. L., Helmick, I. J., Carey, L. M., and Adkins, L.,
“Study procrastination, achievement, and academic motivation in webbased
and blended distance learning,” The Internet and Higher
Education, vol. 8, no.4, pp.299–305, 2005. [2] Chen, Kuan-Chung and Jang, Syh-Jong “Motivation in online learning:
Testing a model of self-determination theory” Computers in Human
Behavior, vol. 26, no. 4, pp.741-752, 2010.
[3] Jones, A., and Issroff, K., “Learning technologies: Affective and social
issues in computer-supported collaborative learning,” Computers &
Education, vol. 44, no.4, 395–408, 2005.
[4] Miltiadou, M., and Savenye, W. C., “Applying social cognitive
constructs of motivation to enhance student success in online distance
education,” Educational Technology Review, vol.11, no.1, pp. 78-95,
2003.
[5] O. Delialiog lu,“Student Engagement in Blended Learning
Environments with Lecture-Based and Problem-Based Instructional
Approaches,” Educational Technology & Society, vol.15, no.3, pp.310–
322, 2012.
[6] A. Mahnken, M. Baumann, M. Meister, V. Schmitt, and M. Fischer, “
Blended Learning in Radiology: Is Self-Determined Learning Really
More Effective?,” European Journal of Radiology, vol.78, No.3, pp.
384-387, 2011.
[7] P. Pintrich, and D. Schunk, “Motivation in education: Theory, research,
and applications,” 2nd ed. Upper Saddle River, NJ: Prentice Hall. pp.1-
433, 2002
[8] E. Deci, and R. Ryan, “The “what” and “why” of goal pursuits: Human
needs and the self- determination of behavior,” Psychological
Inquiry,Vol. 11, pp. 227–268, 2000.
[9] Ryan, R., & Deci, E. “Intrinsic and extrinsic motivations: Classic
definitions and new directions,” Contemporary educational psychology,
vol. 25, no.1, 54–67. 2000.
[10] E. Deci, and R. Ryan, “Self-determination theory: A macro-theory of
human motivation, development, and health” Canadian Psychology, vol.
49, pp.182–185, 2008.
[11] R. Vallerand, and C. Ratelle, “Intrinsic and extrinsic motivation: A
hierarchical model”. In E. L. Deci & R. M. Ryan (Eds.), Handbook of
self-determination research, Rochester, NY: University of Rochester
Press, pp. 37–63, 2002.
[12] N. Gillet, R. Vallerand, and M. Lafrenière, “Intrinsic and extrinsic
school motivation as a function of age: the mediating role of autonomy
support”, Social Psychology Education, vol.15, no.1, pp. 77-95, 2012.
[13] C. Bachman, and C. Stewart, “Self Determination theory and webenhanced
course template development,” Technology and teaching,
SAGE, Vol.38, no.3, pp.180-188, 2011.
[14] E. Deci, and R. Ryan, Intrinsic Motivation and Self Determination In
Human Behavior. New York: Plenum, pp. 1-372,1985.
[15] C. Sansone, W. Rodriguez, K. Nakatani, J. Wynekoop, R. Boggs, and C.
Fornaciari, “Best practices for motivating students in e-courses,” AASA
(American Association of School Administrators) Professor, vol.25,
pp.36–42, 2002.
[16] A. Kluger, and A. DeNisi, “The effects of feedback interventions on
performance: A historical review, a meta-analysis, and a preliminary
feedback intervention theory,” Psychological Bulletin, vol.119, pp.254–
284, 1996.
[17] T. Waidee, “A development of computer assisted instruction on
computer network system and data communication fundamental for
information technology for life”. Unpublished master’s thesis, King
Mongkut’s Institute of Technology Ladkrabang, Bangkok, Thailand,
2003.
[18] K. Olapiriyakul, and J. Scher, “A guide to establishing hybrid learning
courses: employing information technology to create a new learning
experience and a case study,” Internet- and- Higher- Education, vol.9,
pp.287–301, 2006.
[19] U, Sucaromana, “The Effects of Blended Learning on the Intrinsic
Motivation of Thai EFL Students’ English Language Teaching,”
Published by Canadian Center of Science and Education, vol. 6, no.5,
pp. 141-147, 2013.
[20] R. Osguthorpe, and C. Graham, “Blended learning environments:
Definitions and directions,” The Quarterly Review of Distance
Education, vol. 4, no.3, pp.227-233, 2003.
[21] J. Cameron, and D. Pierce, “Reinforcement, Reward, and Intrinsic
Motivation: A meta-Analysis,” Education and Educational Research,
vol. 64,no.3, pp. 363-423, 1994.
[22] S. Vlachopoulos, and C. Karageorghis, “Interaction of External,
Introjected, and Identified regulation with exercise enjoyment" Journal
of Applied Biobehavioral research, vol.10, no.2, p.113-132, 2005.
[23] G. Lavigne, R. Vallerand, and P. Miquelon, “A motivational Model of
persistence in Science education: A self determination theory approach,”
European Journal of Psychology of Education, Vol. XXII, no.3, pp.351-
369, 2007.
[24] M. Spittle, K. Jackson, and M. Casey, “Applying self-determination
theory to understand the motivation for becoming a physical education
teacher,” Teaching and Teacher Education, vol.25, pp.190-197, 2009.
[25] L. Pelletier, M. Fortier, R. Vallerand, and N. Briere, “Associations
among perceived autonomy support, forms of self-regulation, and
persistence: A prospective study,” Motivation and Emotion, vol.25,
pp.279–306, 2001.
[26] W. Wu, and L. Hwang, “The effectiveness of E-Learning for Blended
courses in colleges: A Multi-level Empirical Study,” International
Journal of Electronic Business Management, vol.8, no.4, pp.312-322,
2010.
[27] J. Corpus, & S. Wormington, “Profiles of Intrinsic and Extrinsic
Motivations in Elementary School: A Longitudinal Analysis,” Journal of
Experimental Education,” vol. 82, no.4, pp.480-501, 2014.
[28] E. Klinger, “Conceptual framework and issues for a goals-oriented
treatment perspective: A commentary on “Where do we go from here?
The goal perspective in psychotherapy,” Clinical Psychology: Science
and Practice, vol.13,pp. 371–374, 2006.
[29] J. Ireland, S. Martindale, N. Johnson, D. Adams, W. Eboh, and E.
Mowatt, “Blended learning in education: Effects on knowledge and
attitude,” British Journal of Nursing, vol.18, pp.24-30, 2009
[30] J. Larreamendy-Joerns, and G. Leinhardt, “Going the distance with
online education,” Review of Educational Research, vol.76, pp.567-605,
2009.
[31] D. Brunner, “Using blended effectively in Christian higher education,”
Christian Scholars Review, vol.36, pp.115-126, 2007.
[32] B. Muirhead, “A Canadian perspective on the uncertain future of
distance education,” Distance Education, vol.26,pp.239-254, 2005.
[33] M. Verkroost, L. Meijerink, H. Linsten, and W. Veen, “Finding a
Balance in Dimensions of Blended Learning,” International Journal on
E-Learning Academic Research Library, vol.7, no. 3, pp.499-522, 2008.
[34] J. Ruiz, M. Mintzer, and M. Leipzig, “The impact of E-learning in
medical education,” Public health reports, vol.81, no.3, pp.207-212,
2006.
[35] J. Hair, R. Anderson, R. Tatham, and W. Black, Multivariate Data
Analysis. Prentice Hall NSW, Australia, 1998.
[36] R. Darner, “An Empirical Test of Self Determination theory as guide to
fostering environmental motivation,” Environmental Education
Research, vol.18, no.4, pp.463-472, 2012.
[37] J. Hanisch, M. Caroll, B. Combes, and A. Millington, “Online LIS
Education: Towards the Right Balance of Flexibility and Engagement”.
2011
@article{"International Journal of Business, Human and Social Sciences:68660", author = "Aisha Tarek Noour and Nick Hubbard", title = "The Implementation of Self-Determination Theory on the Opportunities and Challenges for Blended e-Learning in Motivating Egyptian Logistic Learners", abstract = "Learner motivation is considered to be an important
component for the Blended e-Learning (BL) Method. BL is an
effective learning method in multiple domains, which opens several
opportunities for its participants to engage in the learning
environment. This research explores the learners’ perspective of BL
according to the Self-Determination Theory (SDT). It identifies the
opportunities and challenges for using the BL in Logistics Education
(LE) in Egyptian Higher Education (HE). SDT is approached from
different perspectives within the relationship between Intrinsic
Motivation (IM), Extrinsic Motivation (EM) and Amotivation (AM).
A self-administered face-to-face questionnaire was used to collect
data from learners who were geographically widely spread around
three colleges of International Transport and Logistics (CILTs) at the
Arab Academy for Science, Technology and Maritime Transport
(AAST&MT) in Egypt. Six hundred and sixteen undergraduates
responded to a questionnaire survey. Respondents were drawn from
three branches in Greater Cairo, Alexandria, and Port Said. The data
analysis used was SPSS 22 and AMOS 18.
", keywords = "Intrinsic Motivation, Extrinsic Motivation,
Amotivation, Blended e-Learning, Self Determination Theory.", volume = "8", number = "12", pages = "3955-6", }
