Use of Information and Communication Technologies as a Motivational Strategy in the Blended Learning Classroom
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| Title: | Use of Information and Communication Technologies as a Motivational Strategy in the Blended Learning Classroom |
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| Language: | English |
| Authors: | Reyes, Liliana García, Sierra, Miguel Angel Tuz, Quijano, Luz Virginia Pacheco, Aranda, Gabriela Pérez, Carmona, Sinuhé Estrada, Moo, Jorge Cahuich |
| Source: | Electronic Journal of Research in Educational Psychology. Dec 2019 17(49):683-706. |
| Availability: | University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://ojs.ual.es/ojs/index.php/EJREP/index |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Information Technology, Motivation Techniques, Blended Learning, Student Motivation, College Students, Psychological Needs, Personal Autonomy, Self Determination, Grades (Scholastic), Student Satisfaction, Competence, Self Concept, Academic Achievement |
| Geographic Terms: | Mexico |
| ISSN: | 1696-2095 |
| Abstract: | Introduction: Given today's academic and professional demands, we must promote knowing how to "be," that is, a feeling of competence and autonomy. A classroom environment where technologies are used for learning and knowledge can be supportive of this purpose. The objective of the present investigation, therefore, was to analyze motivation and sense of autonomy in university students under classroom modalities of blended learning or the traditional classroom, using ICT. Method: This quantitative investigation used a non-experimental design, with a correlational, cross-sectional scope. A convenience sample was selected, with 60 students from the traditional modality and 69 students from the blended classroom modality, at the Autonomous University of Campeche. A scale on perception of psychological needs (García, 2014) was used; its Cronbach alpha of 0.75 was considered viable for this investigation. Also included were students' grades on the Departmental Examination for the class subject Sensation and Perception. Results: A statistically significant difference was observed between students in the traditional and blended classrooms in their average grade attained on the Departmental Exam, and in extrinsic motivation. Extrinsic motivation was greater in the traditional classroom group, while motivation and sense of autonomy were greater in the blended classroom. In the same way, extrinsic motivation was found to have a statistically significant, negative relationship to intrinsic motivation; sense of autonomy had a statistically significant, positive relationship to average grade (EXADES). Discussion and Conclusions: A supportive environment, where students' sense of competence is reinforced, improves not only what is learned, but also students' satisfaction and motivation. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Access URL: | https://ojs.ual.es/ojs/index.php/EJREP/article/view/2650/3171 |
| Accession Number: | EJ1236138 |
| Database: | ERIC |
| Abstract: | Introduction: Given today's academic and professional demands, we must promote knowing how to "be," that is, a feeling of competence and autonomy. A classroom environment where technologies are used for learning and knowledge can be supportive of this purpose. The objective of the present investigation, therefore, was to analyze motivation and sense of autonomy in university students under classroom modalities of blended learning or the traditional classroom, using ICT. Method: This quantitative investigation used a non-experimental design, with a correlational, cross-sectional scope. A convenience sample was selected, with 60 students from the traditional modality and 69 students from the blended classroom modality, at the Autonomous University of Campeche. A scale on perception of psychological needs (García, 2014) was used; its Cronbach alpha of 0.75 was considered viable for this investigation. Also included were students' grades on the Departmental Examination for the class subject Sensation and Perception. Results: A statistically significant difference was observed between students in the traditional and blended classrooms in their average grade attained on the Departmental Exam, and in extrinsic motivation. Extrinsic motivation was greater in the traditional classroom group, while motivation and sense of autonomy were greater in the blended classroom. In the same way, extrinsic motivation was found to have a statistically significant, negative relationship to intrinsic motivation; sense of autonomy had a statistically significant, positive relationship to average grade (EXADES). Discussion and Conclusions: A supportive environment, where students' sense of competence is reinforced, improves not only what is learned, but also students' satisfaction and motivation. |
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| ISSN: | 1696-2095 |
