Assessing the psychometric properties of the intrinsic motivation inventory in blended learning environments

This study investigates the validity and reliability of the Intrinsic Motivation Inventory (IMI) in the context of blended learning. In the digital age, the fusion of online components with traditional classroom instruction has become integral to modern pedagogy, giving rise to blended learning—a flexible approach accommodating diverse learning needs. In such multifaceted environments, intrinsic motivation emerges as pivotal for sustaining student engagement, bridging the gap between in-person and online learning components. Utilizing a quasi-experimental quantitative research design, the research focuses on first-year university students enrolled in a blended learning economics course. Thorough statistical analysis affirms the IMI's effectiveness in accurately measuring intrinsic motivation levels within the diverse framework of blended learning. The findings not only validate the IMI as a tool for assessing intrinsic motivation but also underscore its importance for educators. Understanding students' intrinsic motivation is essential for tailoring instructional strategies, identifying at-risk students, and proactively preventing potential dropouts in blended learning environments. The validation of the IMI enhances the accuracy of assessments, interventions, and program evaluations, ultimately contributing to the improvement of education quality for students engaged in the integrated format of traditional and online instruction

Self-directed multimodal learning in higher education

This book aims to provide an overview of theoretical and practical considerations in terms of self-directed multimodal learning within the university context. Multimodal learning is approached in terms of the levels of multimodality and specifically blended learning and the mixing of modes of delivery (contact and distance education). As such, this publication will provide a unique snapshot of multimodal practices within higher education through a self-directed learning epistemological lens. The book covers issues such as what self-directed multimodal learning entails, mapping of specific publications regarding blended learning, blended learning in mathematics, geography, natural science and computer literacy, comparative experiences in distance education as well as situated and culturally appropriate learning in multimodal contexts. This book provides a unique focus on multimodality in terms of learning and delivery within the context of self-directed learning. Therefore, the publication would not only advance the scholarship of blended and open distance learning in South Africa, but also the contribute to enriching the discourse regarding self-direction. From this book readers will get an impression of the latest trends in literature in terms of multimodal self-directed learning in South Africa as well as unique empirical work being done in this regard

Self-directed multimodal learning in higher education

This book aims to provide an overview of theoretical and practical considerations in terms of self-directed multimodal learning within the university context. Multimodal learning is approached in terms of the levels of multimodality and specifically blended learning and the mixing of modes of delivery (contact and distance education). As such, this publication will provide a unique snapshot of multimodal practices within higher education through a self-directed learning epistemological lens. The book covers issues such as what self-directed multimodal learning entails, mapping of specific publications regarding blended learning, blended learning in mathematics, geography, natural science and computer literacy, comparative experiences in distance education as well as situated and culturally appropriate learning in multimodal contexts. This book provides a unique focus on multimodality in terms of learning and delivery within the context of self-directed learning. Therefore, the publication would not only advance the scholarship of blended and open distance learning in South Africa, but also the contribute to enriching the discourse regarding self-direction. From this book readers will get an impression of the latest trends in literature in terms of multimodal self-directed learning in South Africa as well as unique empirical work being done in this regard

Self-directed learning research and its impact on educational practice

This scholarly book is the third volume in an NWU book series on self-directed learning and is devoted to self-directed learning research and its impact on educational practice. The importance of self-directed learning for learners in the 21st century to equip themselves with the necessary skills to take responsibility for their own learning for life cannot be over emphasised. The target audience does not only consist of scholars in the field of self-directed learning in Higher Education and the Schooling sector but includes all scholars in the field of teaching and learning in all education and training sectors. The book contributes to the discourse on creating dispositions towards self-directed learning among all learners and adds to the latest body of scholarship in terms of self-directed learning. Although from different perspectives, all chapters in the book are closely linked together around self-directed learning as a central theme, following on the work done in Volume 1 of this series (Self-Directed Learning for the 21st Century: Implications for Higher Education) to form a rich knowledge bank of work on self-directed learning

Promoting self-directed learning through the implementation of cooperative learning in a higher education blended learning environment

PhD (Computer Science Education), North-West University, Potchefstroom Campus, 2017Within higher education institutions there is currently a movement towards blended learning. Higher education institutions that were previously known for focussing on a face-to-face mode of delivery, now also move towards new internet-based technologies for teaching and learning. There is little reason to believe that information and communication technologies (ICT) will not be the defining transformative innovation for higher education in the 21st century. However, using new technologies does not necessarily improve the standard of courses. Courses need to be redesigned and redeveloped with reference to pedagogical theories. The aim of this study was to evaluate the influence of cooperative learning (CL) in a blended learning (BL) environment on students’ intrinsic motivation (IM) as characteristic of a self-directed learner (SDL). This study concluded that when using online technologies, teaching strategies should be adapted to the new opportunities offered by such technologies. When planning learning experiences, the educator needs to assist students in identifying their learning needs and taking responsibility for their own learning. Students who are intrinsically motivated will assume responsibility for their own learning process and will have a higher level of self-directedness. CL is one of the teaching strategies that empower students to develop to their fullest potential through the interaction, support and confidence they gain. Although extensive research has been done on the implementation of CL in a face-to face classroom, few studies could be found on the implementation of CL in a blended learning environment. Therefore, from the synthesis of BL literature, the researcher proposed a combined BL design model. This model integrates a number of BL design principles, IM aspects and CL elements into one model. A mixed-method research approach was used in the empirical study. The intervention consisted of the redesigning of the first year economics module ECON 121 into a BL environment with a specific focus on CL and its influence on IM. Students were expected to complete an IM and a SDL questionnaire at the beginning and again at the end of the semester. Semi-structured interviews were later conducted with participants from the experimental group to elaborate on some of the questions and issues addressed in the quantitative questionnaire. The quantitative data showed a tendency that the students from the experimental group have a slightly higher mean score than the control group in the post-tests. The value of the intervention was confirmed by the analysis of the qualitative interviews, which showed that most of the students who took part in the interviews displayed good SDL skills. They saw that by taking part in the team challenge, a key component of the intervention, they would benefit in the long run and that it will expose them to opportunities that assist them to explore their knowledge and skills. The students realised that by working together in groups, they could help each other to achieve the outcomes without having to wait for the facilitator to assist them. The students were motivated to do their part, learn more and achieve good results. They understood that it was their own responsibility to excel in the module, and they were willing to do whatever it took to do soDoctora

AI chatbots as Open Educational Resources: Enhancing student agency and Self-Directed Learning

In modern education, self-directed learning (SDL) is paramount. SDL empowers learners, OERs democratize access, and AI chatbots, as virtual companions, offer enriched learning experiences. Balancing AI's advantages and challenges in education is vital. This paper explores AI chatbots' role in promoting SDL and student autonomy, highlighting their potential to guide and empower learners in navigating the knowledge landscape. By uncovering this potential, the study encourages educators and learners to embrace AI chatbots as partners in achieving self-directed, limitless education

Self-Directed Learning for the 21st Century

This book is devoted to scholarship in the field of self-directed learning in the 21st century, with specific reference to higher education. The target audience of the book includes scholars in the field of self-directed learning and higher education. The book contributes to the discourse on the quality of education in the 21st century and adds to the body of scholarship in terms of self-directed learning, and specifically its role in higher education. Although all the chapters in the book directly address self-directed learning, the different foci and viewpoints raised make the book a rich knowledge bank of work on self-directed learning

Self-Directed Learning for the 21st Century

This book is devoted to scholarship in the field of self-directed learning in the 21st century, with specific reference to higher education. The target audience of the book includes scholars in the field of self-directed learning and higher education. The book contributes to the discourse on the quality of education in the 21st century and adds to the body of scholarship in terms of self-directed learning, and specifically its role in higher education. Although all the chapters in the book directly address self-directed learning, the different foci and viewpoints raised make the book a rich knowledge bank of work on self-directed learning

Self-directed learning research and its impact on educational practice

This scholarly book is the third volume in an NWU book series on self-directed learning and is devoted to self-directed learning research and its impact on educational practice. The importance of self-directed learning for learners in the 21st century to equip themselves with the necessary skills to take responsibility for their own learning for life cannot be over emphasised. The target audience does not only consist of scholars in the field of self-directed learning in Higher Education and the Schooling sector but includes all scholars in the field of teaching and learning in all education and training sectors. The book contributes to the discourse on creating dispositions towards self-directed learning among all learners and adds to the latest body of scholarship in terms of self-directed learning. Although from different perspectives, all chapters in the book are closely linked together around self-directed learning as a central theme, following on the work done in Volume 1 of this series (Self-Directed Learning for the 21st Century: Implications for Higher Education) to form a rich knowledge bank of work on self-directed learning