"Modality Motivation: Selection Effects and Motivational Differences in Students Who Choose to Take Courses Online"
American Educational Research Association (AERA) Annual Meeting
Theme: Leveraging Educational Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence
April 5-9, 2019
Title: Modality Motivation: Selection Effects and Motivational Differences in Students Who Choose to Take Courses Online (Poster)
Session: Role of Teachers, Learning Environments, Parents, and Peers in Motivational Processes
Authors: Peter McPartlan, Teomara Rutherford, Fernando Rodriguez
Abstract: Uncertainty over the quality of online learning has encouraged researchers to assess the effectiveness of online (OL) courses through comparisons with equivalent face-to-face (F2F) courses. However, selection effects do not account for motivational differences in those who choose to take OL courses. The present study investigated multiple courses in which students had the option to choose between equivalent OL and F2F courses taught by the same instructor. Quantitative comparisons showed no significant differences in online students’ values for their courses. Qualitative findings showed that students who chose OL courses felt forced to do so due to situational constraints, such as institutional constraints (e.g. in-person courses full or conflicting course schedules) or personal constraints (e.g. long commutes or employment conflicts).