Author Information
Loren Naffziger, Grand Canyon University, United StatesTerence Branch, Walden University, United States
Abstract
Despite the shifting of colleges and universities to online doctoral programs, the graduation success rate remains low. Motivation is closely linked to student achievement in online learning. The purpose of this qualitative study was to explore doctoral students’ perspectives on how educational technology supported their motivation to earn a doctorate. Deci and Ryan’s self-determination theory provides the theoretical framework for this study. The research questions focused on the experiences of the participants related to how online technology supported their psychological needs of autonomy, competence, and relatedness. The data collection was completed through semistructured interviews with 12 participants who earned doctorates in an online educational program. The Braun and Clarke thematic analysis process was used to find the seven themes: (a) instructors incorporated online technology to support learning, (b) use of online technology supported student’s autonomy, (c) use of online technology hindered students’ expertise, (d) completing a doctorate online is difficult and time consuming, (e) use of online technology supported students’ expertise, (f) use of online technology promoted social integration, and (g) online technology usage could not replace face-to-face interactions. Findings from this study may help higher education stakeholders improve the motivation of online doctoral students by addressing the learners’ basic psychological needs. Motivating students to complete their programs can increase graduation rates, advancement for students in their careers, and create positive social change by helping learners become more knowledgeable and successful.
Comments
Powered by WP LinkPress