Supporting the needs of twenty-first century learners

A self-determination theory perspective

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

Abstract

Across cultural contexts, individuals who persist in digital virtual worlds largely do so because the experience satisfies students' desires for autonomy, relatedness, and competence. Similarly, in nondigital learning environments, the alignment of teachers' practices with students' needs has been shown to reflect positive in-class engagement and learning outcomes. New technologies provide learners with increased opportunities for interaction with learning material, from individual smartphone and tablet applications to digital whiteboards structuring whole-class instruction to entirely online learning environments with no classroom structure. As the use of these advances becomes increasingly normalized in the sphere of education, students rapidly grow accustomed to their use. As of yet, a gap still exists between the design of online learning environments and their ability to satisfy both motivational and learning outcomes. From a self-determined motivational perspective, however novel and initially interesting these technologies may be, their use will have a limited long-term effect on learning and instruction if they are not able to meet students' basic psychological needs of autonomy, relatedness, and competence. This chapter offers a discussion of the self-determination theory of motivation in relation to previous findings on engagement with digital environments, classroom learning environments, and offers a theoretical discussion on how the differences and similarities may be reconciled in order to better motivate learners of the Net Generation toward positive learning outcomes.

Original languageEnglish
Title of host publicationMotivation, Leadership and Curriculum Design
Subtitle of host publicationEngaging the Net Generation and 21st Century Learners
PublisherSpringer Singapore
Pages25-36
Number of pages12
ISBN (Electronic)9789812872302
ISBN (Print)9789812872296
DOIs
Publication statusPublished - 2015 Jan 1
Externally publishedYes

Fingerprint

self-determination
twenty-first century
learning environment
learning
student
autonomy
instruction
classroom
new technology
ability
teacher
interaction
education
experience

Keywords

  • Digital environments
  • Gaming
  • School integration
  • Self-determination

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Oga Baldwin, W. L. Q. (2015). Supporting the needs of twenty-first century learners: A self-determination theory perspective. In Motivation, Leadership and Curriculum Design: Engaging the Net Generation and 21st Century Learners (pp. 25-36). Springer Singapore. https://doi.org/10.1007/978-981-287-230-2_3

Supporting the needs of twenty-first century learners : A self-determination theory perspective. / Oga Baldwin, William L. Q.

Motivation, Leadership and Curriculum Design: Engaging the Net Generation and 21st Century Learners. Springer Singapore, 2015. p. 25-36.

Research output: Chapter in Book/Report/Conference proceedingChapter

Oga Baldwin, WLQ 2015, Supporting the needs of twenty-first century learners: A self-determination theory perspective. in Motivation, Leadership and Curriculum Design: Engaging the Net Generation and 21st Century Learners. Springer Singapore, pp. 25-36. https://doi.org/10.1007/978-981-287-230-2_3
Oga Baldwin WLQ. Supporting the needs of twenty-first century learners: A self-determination theory perspective. In Motivation, Leadership and Curriculum Design: Engaging the Net Generation and 21st Century Learners. Springer Singapore. 2015. p. 25-36 https://doi.org/10.1007/978-981-287-230-2_3
Oga Baldwin, William L. Q. / Supporting the needs of twenty-first century learners : A self-determination theory perspective. Motivation, Leadership and Curriculum Design: Engaging the Net Generation and 21st Century Learners. Springer Singapore, 2015. pp. 25-36
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