Summary
This research comprises two important challenges for present-day education: keeping students motivated on the one hand and using technology effectively in education on the other hand. Motivation, or rather the lack of it, is becoming more and more of a problem in virtually all Western education, and digital technology and social media play a clear role in this (Nelis & Van Sark, 2014; van der Schuur et al., 2015). However, if technology and social media are used effectively, they can also have a positive effect on motivation (Martens, 2017).
The aim of this research is to determine whether a combination of lectures and a form of digital distance learning will increase the sense of competence and relatedness among students and will therefore also have a positive influence on their intrinsic motivation. The Self Determination Theory (Deci & Ryan, 1980, 2000; Ryan & Deci, 2000) serves as a theoretical basis. According to this theory, each person has a natural curiosity and an innate tendency towards growth and development. This comes from within and you can only understand this intrinsic motivation if you involve the following three domains: competence, autonomy and relatedness.
This mixed methods study took place at the Amsterdam Fashion Institute (Hogeschool van Amsterdam), and four propaedeutic classes participated in the experiment during a Scenario writing module. Two classes (N = 40) followed the module in the regular form (five weekly lectures) and two classes (N = 40) in a blended learning form (five weekly lectures and during the module access to a private and moderated Facebook group). After completion of the module, a survey was conducted in all classes, based on the post-experimental Intrinsic Motivation Inventory, originally developed by Ryan (1982). In this way the experienced competence, relatedness and intrinsic motivation during the module were mapped out. In addition, a focus group interview was conducted with four respondents from the experimental group and four respondents from the control group.
The two tests showed that the average sense of competence and the average feeling of relatedness in the blended learning group were significantly higher than in the control group. The multiple regression analysis showed that the regression model provides a significant prediction of the measured motivation during the module. Two single regression analyses then mapped out the individual effects. Both predictor variables ‘sense of competence’ and ‘feeling of relatedness’ have a significant influence on the motivation experienced.
From the results it can be concluded that the sense of competence, relatedness and the corresponding motivation are significantly related to the design of the module. The Facebook group in the learning blend played a clear role in positively influencing these three variables. The interviews confirm the quantitative outcomes. The interviewees from the control group reported a lower sense of competence and relatedness. They only got a grip on the content late in the module and they lacked continuity. This had a negative effect on their intrinsic motivation. The blended learning group generally felt competent and connected during the module – working together a lot and keeping in touch with their classmates and the teacher during the whole week. This had a positive effect on their intrinsic motivation.
