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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
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
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  Data: Use of Information and Communication Technologies as a Motivational Strategy in the Blended Learning Classroom
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  Data: <searchLink fieldCode="AR" term="%22Reyes%2C+Liliana+García%22">Reyes, Liliana García</searchLink><br /><searchLink fieldCode="AR" term="%22Sierra%2C+Miguel+Angel+Tuz%22">Sierra, Miguel Angel Tuz</searchLink><br /><searchLink fieldCode="AR" term="%22Quijano%2C+Luz+Virginia+Pacheco%22">Quijano, Luz Virginia Pacheco</searchLink><br /><searchLink fieldCode="AR" term="%22Aranda%2C+Gabriela+Pérez%22">Aranda, Gabriela Pérez</searchLink><br /><searchLink fieldCode="AR" term="%22Carmona%2C+Sinuhé+Estrada%22">Carmona, Sinuhé Estrada</searchLink><br /><searchLink fieldCode="AR" term="%22Moo%2C+Jorge+Cahuich%22">Moo, Jorge Cahuich</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Electronic+Journal+of+Research+in+Educational+Psychology%22"><i>Electronic Journal of Research in Educational Psychology</i></searchLink>. Dec 2019 17(49):683-706.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Technology%22">Information Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation+Techniques%22">Motivation Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Needs%22">Psychological Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Satisfaction%22">Student Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink>
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  Data: 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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      – Text: English
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        PageCount: 24
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Information Technology
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      – SubjectFull: Motivation Techniques
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      – SubjectFull: Blended Learning
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