Running Header: INTRINSIC MOTIVATION ONLINE

Intrinsic Motivation in an Online Environment

David Bennett
Liberty University
March 6, 2015
EDUC 631 B05 201220
Dr. Joanne Gilbreath

INTRINSIC MOTIVATION ONLINE

2
Abstract

The growth in the online education sector presents familiar challenge in the education
spectrum. Developing intrinsic motivation in the student can be a challenge in the
classroom, but how does the educator develop motivation from a distance. The research
presented will strive to describe how development of intrinsic motivation in the student
can be developed through an online curriculum. This current issue in technology focused
education practices will be addressed by dividing the problem into separate elements of
environment, learning styles, the responsibility of the learner, and the world-view of the
educator. These four concepts are meant to help develop the basic overview of how to
develop internal motivation in the student to function in an online environment.
Keywords: environment, learning styles, responsibility, philosophy, online,
distance learning

INTRINSIC MOTIVATION ONLINE

Intrinsic Motivation in an Online Environment

Introduction
Meeting the needs of each student is the driving force behind the driven educator.
Regardless of the students location, and individual called to teach wants success for each
of his students. The student in the classroom can have clear and tangible needs the
teacher can address quickly in the moment. When the student is removed from the
classroom, and distance is applied to the equation of education the teacher must evolve to
perform is raison detre.
As technology has advanced the ability for students to learn without entering the
classroom has grown into a $107 billion industry (McCue, 2014). Meeting the needs of
online students creates a new list of challenges for the modern educator. The primary
challenge for the distance learner is the students ability to self motivate. The goal of the
teacher then changes from not only addressing the curricular needs of the student, but
also developing the intrinsic motivation of the student.
The students personal motivations must be addressed for the educator to achieve
his goal of educating his pupil. Approaching the students needs for an appropriate
environment is important even from a distance. Designing lessons to adapt to multiple
learning modalities can aid a student in understanding and not becoming overwhelmed.
Requiring the student to responsible for his own work and education and maintaining
structure in the lesson aids the student in developing personal discipline. Finally
addressing the student from a proper worldview aids in understanding the individual on
the other side of the computer.

INTRINSIC MOTIVATION ONLINE

The teacher must develop these areas to help the student grow into a self-reliant
pupil. By addressing these needs in online lesson design the teacher can aid the student
into becoming an intrinsically motivate individual.
Environment
Creating an appropriate environment for education in an online setting may seem
an impossible task, but the educators preparation and resources can be an essential
aspect of developing the students most educational environment. Distance learning offers
students flexibility in time a traditional classroom does not. The ability for a student to
access a variety of resources outside of the classroom also develops the students online
environment for education. Finally the online classroom can meet the needs of students
with special needs whose least restrictive environment may be the Internet rather than a
traditional setting.
One of the great advantages of the online classroom is the students freedom in
time management. Becker, Lee, and Nobre (2012) list the ability to use a wider time
frame for education as one of the leading motivations behind students choosing an online
degree. Bosnic, Ocepek, Rugelj, and Serbec (2013) expand the concept of time by
implicating the ability for students to pace themselves. Bosnic et al. (2013) discusses the
ability to use various multimedia tools to reinforce lessons and explore content beyond
the classroom paradigm. The responsibility of managing time is a necessary aspect of
distance instruction students must utilize to succeed in an online environment.
The classroom teacher will implement a variety of methodologies to appeal to the
learning style each student. The online instructor must plan even more carefully to create
an environment appealing to each student. Bosnic, Ocepek, Rugelj, and Serbec (2013)

INTRINSIC MOTIVATION ONLINE

describe how a proper digital environment will appeal to multiple modalities by exploring
a variety of multimedia types. The authors encourage the use of adaptive learning
systems to aid in student development (Bosnic, Ocepek, Rugelj, & Serbec, 2013). Bosnic
et al. (2013) explains how these programs can adapt to a students current level of
instruction, allow the student to set the pace of the assignment. Another advantage of
such software is its ability to monitor the student in place of the educator (Bosnic et al.,
2013). This aids in motivating the student by providing constant feedback from each
lesson, and encouraging further achievement (Bosnic et al., 2013). Bosnic et al. (2013)
also encourages structure in the online environment to aid the student in focused learning.
Gall (2004) emphasizes the importance of visual representations as well as written. Gall
(2004) also focuses on the visual presentation and how a proper balance between
visualization and the written word can help reinforce concepts for the student beyond the
traditional lecture format. Appealing to the students personal pace over the constant
current of the class allows the student to internalize the lesson at a more appropriate rate
unique to the online environment.
The importance of pacing and environment is magnified for students with special
needs. Bosnic et al. (2013) describes how face-to-face learning environments can be
simulated in an online environment though video conferencing software. Justice, Lin,
Logan, and Kaderavek (2014) describe the importance of inclusion for students with
special needs (pg. 1729). The authors express the need of these students to be around
same age peers to aid in language development (Justice, Lin, Logan, & Kaderavek, 2014,
pg. 1729). When students with special needs cannot be part of a classroom, then distance
learning may be what is required to create the least restrictive environment for the

INTRINSIC MOTIVATION ONLINE

student. Bosnic, Ocepek, Rugelj, and Serbec (2013) suggest the use of online technology
can simulate a classroom environment through video technology. Students who struggle
with language and other socialization skills derive much of their motivations from peers
(Justic, Lin, Logan, & Kaderaveck, 2014, pg. 1728). Using multimedia technologies may
be able to transfer peer motivation in a distance environment.
The educator must approach the online environment with the student personal
motivations in mind. Understanding why the student is utilizing distance learning can
guide the educator in what tools will be best for the course. Developing lessons with the
students needs in mind is an essential step in creating a proper online environment.
Learning Styles
The classroom can present a variety of challenges for the educator who must
reach the individual needs of every student, and the students personal learning styles. An
online environment presents the teacher with the resources to approach the student from
each modality when the educator properly prepares. Using the multitude of tools
available to the online educator, the teacher can provide motivation for students from a
variety of learning styles.
The accepted norm is most students are visual learners. Gall (2004) explains the
usefulness of a simple PowerPoint presentation in disseminating knowledge. The author
further expresses the need for such presentations to be simple and direct in design to
prevent confusion (Gall, 2004). Gall (2004) emphasizes how the combination of visuals
and text aid in student understanding. The author does warn the reader about the dangers
of over zealous users adding unnecessary graphics, and how this actually detracts from
the learning process. Gall (2004) describes how a proper presentation can make learning

INTRINSIC MOTIVATION ONLINE

simpler and more enjoyable for the student. The simple inclusion of a clear visual can
greatly aid in developing an online lesson and motivation the learner.
Beyond the basic presentation there are a variety of other media types at the
disposal of the educator. Bosnic, Ocepek, Rugelj, and Serbec (2013) describe in detail on
adaptive systems appeal to multiple modalities in guiding students through a lesson.
Bosnic et al. (2013) explain how use of visuals, text, and reinforcing projects can develop
a student in a variety of ways. The authors also explain how the software adapts to the
learning style of the student (Bosnic, Ocepek, Rugelj, & Serbec, 2013). The program
does this by using an algorithm to decide when students find the most success based on
the primary learning style used in the lesson (Bosnic et al., 2013). The authors also
attribute personal motivation of the student due to fact the lesson adapts to the students
personal needs allowing for a more focused curriculum (Bosnic et al., 2013).
Addressing the learning style of the student exceeds the simple need for text and
visuals, and can extend into the cultural motivation behind education. Becker, Lee, and
Nobre (2012) explain how an online classroom must appeal to the education needs of
more than one demographic. The authors describe the difficulties of transferring a
primarily Western lesson style to countries with different educational practices (Becker,
Lee, & Nobre, 2012). The use of various Internet technologies can create a more
appealing lesson to students who have experience vastly different educational models
(Becker et al., 2012). Becker et al. (2012) explain how collaborative learning helps to
provide a cohesive lesson for students of various modalities while providing a real world
environment accumulate experience and knowledge. The authors conclude, the use of

INTRINSIC MOTIVATION ONLINE

appropriate methods in an online environment can motivate students from various origins
to collaborate and better educate themselves (Becker et al. 2012).
Observing how each student learns in the classroom allows the educator to better
craft each lesson. When the teacher is not in the classroom, the lesson must be prepared
to address all modalities, without the immediate feedback of the student. Utilizing the
various technologies at his disposal, a teacher can approach students from a numerous
directions to better impose the information being provided. When the students are given
the opportunity to learn on their own terms, they are better motivated to succeed. When
the teacher affords every opportunity, the responsibility falls upon the student to continue
the learning process.
Responsibility
The greatest opponent to the online student is the student himself. The student in
the classroom can see the educator, and be party to the discipline associated with the
classroom structure. The online student must develop an internal desire to succeed to
discipline himself in his education. The educators contribution is essential in allowing
the student to be successful.
Even in the classroom, when technology is involved, personal responsibility can
be difficult to impart. Hrepic (2011) found his own research skewed by irresponsible
students (pg. 399). Hrepics (2011) study displayed the advantages of having a wireless
device in the classroom (pg. 399). He found his results to be inconclusive due to student
misuse of the device provided (Hrepic, 2011, pg. 399). He concluded the personal
responsibility of the student with the provided device as far more influential than the
device itself (Hrepic, 2011, pg. 399). Gall (2004) emphasizes the importance of properly

INTRINSIC MOTIVATION ONLINE

preparing a digital lesson to reduce the distractions presented by the technology. He

describes how a simple PowerPoint best explains a concept when using only pertinent
content (Gall, 2004). Galls (2004) assumption is if a lesson is properly designed the
lesson will hold the attention of the student. The authors reasoning is based on the
tendency to overload PowerPoint presentations with unnecessary filler rather than
focusing on the lesson (Gall, 2004). Galls (2004) emphasis was the importance of
combining focused visuals with clear and concise test to draw the students attention to
the pertinent information. Becker, Lee, and Nobre (2012) feel the real world application
of the lesson should also motivate the student. Neville (2008) in describing the
advantages of problem based learning expresses his opinion on the value of the
development of personal responsibility in progressing through a project (pg. 8). Neville
(2008) concludes the student who has been responsible for his own education develops
better cognitive skills than the student who was simply fed information (pg. 7). Properly
utilizing technology and direct application of the lesson can aid in creating an intrinsic
motivation in the student.
The teacher may prepare an elegant lesson, but unless the educator can make the
content relevant to the students needs, developing personal responsibility on the part of
the student may be nigh impossible. Applying the tools at his disposal, the educator can
create a curriculum where the student can see the immediate benefits of success beyond a
good grade. Meeting motivational needs can best be expressed by first understanding the
student.
Philosophy

INTRINSIC MOTIVATION ONLINE

10

Creating a lesson to motivate the student depends on the educators understanding

of the student. Deciphering the nature of the learner plays a direct role in how the
educator must approach design and development of a lesson. To promote intrinsic
motivation in the student, the educator needs to realize the nature of the learner.
Jeremiah 17:9 (King James Version) states The heart is deceitful above all things,
and desperately wicked; who can know it? The Christian views the student from the
understanding of a personal sin nature. Thorne (2013) expresses the importance of
recognizing the student for his nature in regards to preparing his education. Thorne
(2013) focuses on a constructivist approach to education, but explains his emphasis on
absolute truth when scripture is taught to the student. He explains the need for the
student to be a driving force in his on education (Throne, 2013). Thorne (2013)
approaches the student as responsible for his own fate, but still hampered by a sin nature.
Hrepic (2011) describes the students sin nature outside of a Biblical worldview when he
expresses his problems with student responsibility. Hrepic (2011) does not present sin as
a cause, but he does address the entropic nature of students in the classroom as a hurdle to
the use of technology in education. Thorne (2013) admits the failure in the student is his
sin nature, and the educator must address this in the preparation of the lesson. According
to Thorne (2013), the lesson must allow the student to develop knowledge at his own rate
while making accommodations to address the carnal nature of man. For Thorne (2013)
this meant emphasizing scripture as truth in spite of Constructivisms allegory of no
absolute truth. The Christian educator must prepare the lesson with an understanding of
the entropic nature of the student, and design the curriculum to address the needs of the
student.

INTRINSIC MOTIVATION ONLINE

11

Understanding who the student is in Gods plan is a stalwart of the Christian

educator. Designing a lesson around the knowledge of mans true nature allows the
teacher to craft a concept better fitting the students needs rather than idealizing his
performance. Creating a curriculum with a proper understanding of the student permits
the educator to anticipate the learners needs, and better see the struggles the online
student will face.
Conclusion
The successful online student must posses the motivation to succeed in a distancelearning environment. Addressing the individual needs of the learner are essential in
allowing the student to develop the internal motivations necessary to succeed in the class
and in his future endeavors. Addressing the students environmental needs allows the
educator to create an online classroom where the student can best express himself and be
driven to succeed. Addressing the students personal learning styles and adapting to his
motivations can help the student to translate the lesson into real life situations. Requiring
the student to materialize personal responsibility through careful project development
promotes superior development of the students internal motives. Finally, understanding
who the student is from a Biblical perspective allows the educator to address many of the
true issues behind intrinsic motivation. The Christian educator, who approaches the
student for who he is and acknowledges the needs the learner possess, can cultivate the
intrinsic motivations of the student allowing him to succeed in an online environment.

INTRINSIC MOTIVATION ONLINE

12
References

Becker, K., Lee, J., Nobre, H., (2012) Impact of culture on online education management.
Cross Cultural Management, 19(3), 399-420.
Bosnic, Z., Ocepek, U., Rugelj, J., & Serbec, I., (2013). Exploring the relation between
learning style models and preferred multimedia types. Computers and Education
69, 393-355.
Gall, James (2004) Multimedia learning/the cognitive style of Power Point. Educational
Technology: Research and Development 52(3), 87-89.
Hrepic, Zdeslav (2011). Wireless computers in classrooms: Enhancing interactive physics
instruction with Tablet PCs and DyKnow software. Latin-American Journal of
Physics Education, 5(2), 392-401.
Justice, L., Lin, T., Logan, J., & Kaderavek, J. (2014) Peer effects in early childhood
education: testing the assumption of special-education inclusion. Psychological
Science, 25(9), 1722-1729.
McCue, T.J. (2014, September 27) Online learning industry poised for $107 billion in
2015. Retrieved from http://www.forbes.com/sites/tjmccue/2014/08/27/onlinelearning-industry-poised-for-107-billion-in-2015/
Neville, A., (2008). Problem based learning and medical education forty years on.
Medical principles and practice, 18, 1-9.
Thorne, J. (2013) Biblical online education: contributions from constructivism. Christian
Education Journal 10(1), 99-109.

INTRINSIC MOTIVATION ONLINE

13

Presentation Location
The content described in this document can be presented at the 2015 ISTE
conference in Philadelphia, PA. Motivating learners in an online environment is a
vital aspect of online education. The concepts described in this paper can be
invaluable to educators looking to promote intrinsic motivation in their online

INTRINSIC MOTIVATION ONLINE

classrooms, even if it takes a decisively Christian bent.

14