Motivation and Learning in Higher Education Virtual Environments
DOI:
https://doi.org/10.32870/Ap.v18n1.2748Keywords:
academic motivation, virtual learning environments, higher education, self-regulated learningAbstract
The accelerated digitalization of higher education consolidated virtual learning environments (VLEs) as central spaces in university education. However, their pedagogical potential did not depend solely on technological infrastructure, but also on the subjective experiences of those who used them. This qualitative study, adopting a phenomenological- interpretative approach, explored the perceptions of Kinesiology students at the University of Aconcagua (Chile) regarding the motivational factors that influenced their relationship with VLEs. Through a focus group, individual, pedagogical, institutional, and technological dimensions shaping their learning experience were analyzed. The findings revealed a predominantly instrumental use of VLEs, mainly focused on downloading materials and on extrinsic motivation linked to assessment-related incentives. In addition, limitations in student autonomy, limited teaching presence, and weak pedagogical interactivity were identified, which constrained the development of meaningful learning. The study concluded that motivation in virtual environments constituted a situated and ecosystemic construct, influenced by the quality of instructional design, teaching support, and institutional conditions. These results provided contextualized evidence to redesign VLEs from a student-centered perspective, aimed at fostering sustainable, meaningful, and emotionally engaged learning experiencesReferences
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-T
Akpen, C. N., Asaolu, S., Atobatele, S. et al. Impact of online learning on student's performance and engagement: a systematic review. Discover Education, 3, 205 (2024). https://doi.org/10.1007/s44217-024-00253-0
Almonacid, C. (2023). Integración Pedagógica de los Entornos Virtuales de Aprendizaje en carreras de pregrado de dos áreas de una universidad privada de la región metropolitana. [Tesis de grado]. Universidad de Chile. https://doi.org/10.58011/ev96-qb73
Alturki, U. & Aldraiweesh, A. (2024). The impact of self determination theory: The moderating functions of social media (SM) use in education and affective learning engagement. Humanities and Social Sciences Communications, 11, 693. https://doi.org/10.1057/s41599-024-03150-x
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Barbour, R. (2018). Doing Focus Groups. SAGE Publications.
Barz, N., Benick, M., Dörrenbächer Ulrich, L. & Perels, F. (2024). Students’ acceptance of e learning: Extending the Technology Acceptance Model with self regulated learning and affinity for technology. Discover Education, 3, 114. https://doi.org/10.1007/s44217-024-00195-7
Basilotta-Gómez-Pablos, V., Matarranz, M., Casado-Aranda, LA. et al. Teachers’ digital competencies in higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 19, 8 (2022). https://doi.org/10.1186/s41239-021-00312-8.
Bzuneck, J. A. (2016). A motivação do aluno: Contribuições da psicologia contemporânea. In J. A. Bzuneck & E. Boruchovitch (Eds.), Motivação e aprendizagem: Teoria e prática (pp. 17-38). Petrópolis: Vozes.
Cabero-Almenara, J., Barroso-Osuna, J., Palacios-Rodríguez, A. y Llorente-Cejudo, C. (2020). Marcos de competencias digitales para docentes universitarios: su evaluación a través del coeficiente competencia experta. Revista Electrónica Interuniversitaria de Formación del Profesorado, 23(2). https://doi.org/10.6018/reifop.413601
Carvalho, A. M. P. y Luciane, K. (2016). Escala de estratégias e motivação para aprendizagem em ambientes virtuais. Revista Brasileira de Educação, 21(66), 301-321. https://doi.org/10.1590/S1413-24782016216631
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
Denzin, N. K. & Lincoln, Y. S. (2018). The SAGE Handbook of Qualitative Research. SAGE.
Domínguez, J. y Pino, M. (2014). Motivación intrínseca y extrínseca: análisis en adolescentes gallegos. INFAD Revista de Psicología, 1(1), 365-373. https://doi.org/10.17060/ijodaep.2014.n1.v1.380
Engel, A. y Coll, C. (2022). Entornos híbridos de enseñanza y aprendizaje para promover la personalización del aprendizaje. RIED, 25(1), 225-242. https://doi.org/10.5944/ried.25.1.31489
Etikan, I., Musa, S. A. & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11
Finlay, L. (2021). Phenomenology for Therapists: Researching the Lived World. Wiley.
Guiñez-Cabrera, N. y Mansilla-Obando, K. (2022). Explorando la satisfacción y la insatisfacción del estudiantado universitario en enseñanza remota de emergencia. Actualidades Investigativas en Educación, 22(1), 1-28. https://doi.org/10.15517/aie.v22i1.49066
Hernández-Sampieri, R., Mendoza, C. y Baptista, P. (2022). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw-Hill.
Johansen, M. S., Eliassen, T. E. & Jeno, L. M. (2024). Autonomy need satisfaction and frustration in live teaching: Associations with motivation and learning. [Manuscript in press.]
Kangwa, D., Msafiri, M. M., Wan, X. & Fute, A. (2024). Enhancing student engagement in online education: the role of self-regulation and teacher support in Zambia. Discover Education, 3, 156 (2024). https://doi.org/10.1007/s44217-024-00216-5
Khaldi, A., Bouzidi, R. & Nader, F. (2023). Gamification of e-learning in higher education: a systematic literature review. Smart Learning Environments, 10, 10. https://doi.org/10.1186/s40561-023-00227-z
Kong, S.-C. & Wang, Y.-Q. (2024). The impact of school support for professional development on teachers' adoption of student-centered pedagogy, students’ cognitive learning and abilities: A three-level analysis. Computers and Education, 215, 105016. https://doi.org/10.1016/j.compedu.2024.105016
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Mena, K. (2022). Estudio de la relación entre la motivación y el rendimiento académico de estudiantes universitarios. Revista Conecta Libertad, 9(2), 45-61. Recuperado a partir de https://revistaitsl.itslibertad.edu.ec/index.php/ITSL/article/view/283
Morales, M., Cárdenas, M., Morales, Y., Bárzaga, J. y Campos, D. (2021). Las tecnologías de la información y comunicación en la gestión del conocimiento. Universidad y Sociedad, 13(1), 219-225.Recuperado a partir de http://scielo.sld.cu/scielo.php?pid=S2218-36202021000300128&script=sci_arttext
Pan, D., Leung, C. H. & Liu, T. (2023). Online learning engagement in higher education: A systematic review and framework. SAGE Open, 13(4), 1-15. https://doi.org/10.1177/21582440231205098
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Pérez, E., Vázquez, A. y Cambero, S. (2021). Educación a distancia en tiempos de COVID-19: Análisis desde la perspectiva de los estudiantes universitarios. Revista Iberoamericana de Educación a Distancia, 24(2), 65-84. https://doi.org/10.5944/ried.24.1.27855
Quesada, A. (2009). Aprendizaje colaborativo e interuniversitario en línea: una experiencia asíncrona y síncrona. Revista de Lenguas Modernas, 11, 1-13.Recuperado en https://archivo.revistas.ucr.ac.cr//index.php/rlm/article/view/9478
Reeve, J. (2022). Understanding motivation and emotion. Wiley.
Rinaudo, M. C., Chiecher, A. y Donolo, D. (2003). Motivación y uso de estrategias en estudiantes universitarios: su evaluación a partir del Motivated Strategies Learning Questionnaire. Anales de Psicología, 19(2), 253-262. Recuperado a partir de https://revistas.um.es/analesps/article/view/27901
Robbins, S. P. (2013). Comportamiento organizacional. Pearson Educación.
Rodríguez, A. y Barragán, M. (2017). Entornos virtuales de aprendizaje como apoyo a la enseñanza presencial para potenciar el proceso educativo. Educación y Educadores, 20(1), 77-91.Recuperado a partir de https://dialnet.unirioja.es/servlet/articulo?codigo=6297476
Ryan, R. M. & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Salas-Pilco, S. Z., Yang, Y. & Zhang, Z. (2022). Student engagement in online learning in Latin American higher education during the COVID-19 pandemic: A systematic review. British journal of educational technology: journal of the Council for Educational Technology, 53(3), 593-619. https://doi.org/10.1111/bjet.13190
Su, F., Zou, D., Wang, L. et al. (2024). Student engagement and teaching presence in blended learning and emergency remote teaching. Journal of Computers in Education, 11, 445-470 https://doi.org/10.1007/s40692-023-00263-1
Unesco. (2021). Education: From disruption to recovery. https://www.unesco.org/en/covid-19/education-response
Veytia, M. y Contreras, Y. (2019). Factores motivacionales para la investigación y los objetos virtuales de aprendizaje en estudiantes de maestría en Ciencias de la Educación. Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 10(20), 1-20. https://doi.org/10.23913/ride.v9i18.413
Xie, K., Debacker, T. K. & Ferguson, C. (2006). Extending the Traditional Classroom Through Online Discussion: The Role of Student Motivation. Journal of Educational Computing Research, 34(1), 67-89. https://doi.org/10.2190/7BAK-EGAH-3MH1-K7C6
World Medical Association. (2013). Declaration of Helsinki: Ethical principles for medical research involving human subjects. JAMA, 310(20), 2191-2194. DOI: 10.1001/jama.2013.281053
Zambrano R., J., Chumaña, J., Jácome, S. & Cuadros, A. (2022). Perfil autodirigido y procrastinación en estudiantes de educación en línea. EDUCAR, 58(2), 443-458. https://doi.org/10.5565/rev/educar.1507
Zhu, Y., Abidi, L., Savelberg, H., Kohler, S. E., Kusurkar, R. A. & Dolmans, D. (2024). Fostering university students' autonomous motivation through a societal impact project: A qualitative study of students' and teachers' perspectives. BMC Medical Education, 24, 1503. https://doi.org/10.1186/s12909-024-06494-9
Downloads
Published
Issue
Section
License
The copyright belongs to the authors of the text. In case the manuscript is accepted for publication, the Sistema de Universidad Virtual of the Universidad de Guadalajara (UDGVirtual) is authorized to modify the text in the correction of style, translate, fix, disseminate, reproduce, publish and market with this. Likewise, the Universidad de Guadalajara is authorized to carry out the above described jointly or through possible third parties. (See the detailed authorization in the copyright letter.)
The authors guarantee to Apertura the right to be the first means of publication of the work. The reproduction of the texts published in the Apertura is authorized, in whole or in part, as long as it is non-profit, the source is cited and the content or design is not modified. Authors may exclusively distribute the final editorial or postprint version in any medium and at any time.
Apertura, its editors and UDGVirtual dissociate themselves from the information provided by collaborators or advertisers. The articles of the contributors do not necessarily represent the point of view of the publisher or UDGVirtual and the content of the advertisements are the sole responsibility of the contractors.
Apertura is registered in the National Institute of Copyright with the ISSN number: 1665-6180 (printed version) and e-ISSN 2007-1094 (electronic version), and with the Certificate of Reservation of Rights to the Exclusive Use of the Title: 04 -2005-120212472000-102.
It is also certified by the Qualifying Commission for Illustrated Publications and Journals of the Ministry of the Interior with the Licensed Certificates of Title number: 13449; and Content Legality: 11022.
