Blended Learning Motivation Support At The Saudi Electronic University: Utilizing Self-Determination Theory
Abstract
Blended learning has been implemented in different designs and significantly impacted
the learning process. It has been reported that students learned more when online classes were
added to traditional courses, and it improved student interaction and satisfaction. In Saudi
Arabia, more research is needed to understand the challenges and implementation of blended
learning, because it is becoming more popular. This study aimed to use self-determination theory
to examine psychological needs satisfaction in blended-learning courses at Saudi Electronic
University. The study used the attention, relevance, confidence, and satisfaction (ARCS)
instructional design approach to investigate the level of student motivation in blended learning,
how blended learning motivation support (BLMS) can predict student engagement, and how the
need satisfaction mediates the relationship between BLMS and student engagement. It also
assessed whether demographic variables such as gender, age, and time in the program influence
students’ self-reported psychological needs satisfaction, BLMS, and engagement. Quantitative
survey data were used to answer the research questions. The result of this study indicts that the
students have a high level of motivation for the ARCS approach, psychological needs
satisfaction, and students’ engagement, and there was not a statistically significant difference
between female and male. However, there were statistically significant differences in
engagement and student’ motivation support in blended learning by age and time in the program
(p=0.05) in psychological needs satisfaction, skills, and participation. The results indicate that
psychological needs satisfaction has a mediating role in the indirect effect of motivation on the
perceptions of engagement and blended learning motivation. Psychological needs satisfaction
can predict student engagement in blended learning (F=189.67).
Description
Keywords
BLMS, SDT