Motivation and online learning
Having some control over the learning process can, for example, be about having a say in choices that are made in achieving predefined goals. If the learner experiences the online learning environment to support autonomy, this has a positive effect on intrinsic motivation (Hsu et al., 2019).
The risk of this literal and figurative distance in blended education goes for both the teacher, the school, and the fellow learners as well as with regard to the subject matter. This sense of transactional distance is therefore not only practical or emotional in nature, but also refers to a cognitive distance or too little connection with the subject matter.
Keeping our learners motivated is a challenge not only in online but also in face-to-face learning. Despite any obstacles and efforts to be made along the way, it’s important that learners persevere towards pre-established learning goals. Designing our instruction in a way that it promotes learning is an important starting point (duh!). This way, learners will systematically gain more confidence in and have a grip on their own learning and learning process. If all this also takes place in a warm and safe learning climate in which we build in gradually decreasing support in the field of self-regulation, we’ll systematically work towards intrinsic motivation for continuous learning. Imagine that!