In this master project, my intention was to explore how e-moderators can design and facilitate online learning to create greater motivation - and thus increased engagement, a deeper approach to learning and a greater learning outcome. The project case was based on the online module Digital Learning Design at Natural and Technical Sciences, Aarhus University, and the analysis was based on three main themes: e-moderation, peer interaction and relevance.
In the project I wanted to investigate how learning theory and pedagogical models can be used in online learning to create a more meaningful learning experience, and partly what is important for the students' motivation, both in terms of the design and the execution of the course. My study design consisted of two main elements. First, I had the data basis from the LMS, which included qualitative data consisting of the participants' comments, comments and other responses to activities, and quantitative data from the LMS such as number of clicks, time consumed and amount of text. Second, I conducted interviews with selected respondents.
Within the first main theme, e-moderation, it was found that a well-structured course design with self-explanatory materials and clearly articulated purposes and expectations for activities helps motivate the students. However, the clear framework should not be to the detriment of autonomy, where the module must accommodate both students with a social and individual learning approach, and at the same time it must accommodate students who prioritize the flexibility of online learning. In addition, a high degree of e-moderation is emphasized along the way, both in relation to the general teaching presence, which can contribute to creating a coherent and meaningful learning experience, and in relation to providing feedback on submissions.
In the second main theme, peer interaction, there are divergent experiences of the social dimension of the module, both in relation to the overall importance of a relationship with peers and in relation to the learning ourcome of peer interaction. Of the participants who think it is motivating and important for the learning outcome to know their peers, there are also different attitudes about whether such relationships can be created in an online environment. There is a general perception that one finds much inspiration in reading about peers approaches to activities, but that the peer feedback and discussion is not deep enough.
With the third main theme, relevance, there is a clear experience that the relationship between the module and the students' daily teaching practice is of high importance for motivation. Since learning design and learning technology do not in themselves create intrinsic motivation for the students, it is of great importance that the module is designed with the opportunity to continuously integrate it into their own practice. It is here that asynchronous online learning provides some opportunities to organize the course over time, allowing students to alternate between theory, reflection, testing and discussion with peers and e-moderators.
Across the three main themes, it can be concluded that motivation based on SDT is not a static magnitude but can be influenced by contextual factors, including e-moderators and peers. However, the same activities and educational methods can motivate students in different directions, which the second main theme emphasized. Therefore, it is important that online learning should support the experience of autonomy.