Digital support for student engagement in blended learning based on self-determination theory

Student engagement in a blended learning environment is very different from that in a traditional classroom environment, and is fostered by satisfying three innate needs identified in self-determination theory (SDT): autonomy, relatedness, and competence. Related studies have emphasized teacher supp...

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Vydáno v:	Computers in human behavior Ročník 124; s. 106909
Hlavní autor:	Chiu, Thomas K.F.
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Elmsford Elsevier Ltd 01.11.2021 Elsevier Science Ltd
Témata:	Blended learning Digital support K12 education Learning Self-determination theory Student engagement Student participation Students Teacher support Teachers Self-determination theory Teacher support K12 education Blended learning Student engagement Digital support
ISSN:	0747-5632, 1873-7692
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Abstract	Student engagement in a blended learning environment is very different from that in a traditional classroom environment, and is fostered by satisfying three innate needs identified in self-determination theory (SDT): autonomy, relatedness, and competence. Related studies have emphasized teacher support to satisfy the three students’ need, but not digital support. The founders of SDT recently stated that SDT-based research should focus on problems associated with learning technologies. Accordingly, this study proposed digital support designs to fulfill the three abovementioned needs, examined their effectiveness, and investigated how the developed forms of digital support and teacher support contributed to student engagement. The study adopted a sequential explanatory mixed methods research design and involved 426 Grade 11 students. The findings were as follows. (i) Compared with teacher support, digital support better engaged students in blended learning by satisfying their needs. (ii) Teacher support was closely related to student engagement. (iii) The relationship between digital support and student engagement varied. Possible explanations are the benefits of offering multiple modalities, considering learning expertise, and applying emotional designs. The findings contribute to SDT by adding a new perspective, namely digital support, and thereby proposing a new framework for needs support in blended learning. •Blended learning requires engagement in technological and face-to-face environments.•Technology design should fulfill the needs identified by self-determination theory.•This study designed digital support for blended learning.•The relationship between digital support and student engagement varied.•This paper suggests a framework for needs support for blended learning.
AbstractList	Student engagement in a blended learning environment is very different from that in a traditional classroom environment, and is fostered by satisfying three innate needs identified in self-determination theory (SDT): autonomy, relatedness, and competence. Related studies have emphasized teacher support to satisfy the three students' need, but not digital support. The founders of SDT recently stated that SDT-based research should focus on problems associated with learning technologies. Accordingly, this study proposed digital support designs to fulfill the three abovementioned needs, examined their effectiveness, and investigated how the developed forms of digital support and teacher support contributed to student engagement. The study adopted a sequential explanatory mixed methods research design and involved 426 Grade 11 students. The findings were as follows. (i) Compared with teacher support, digital support better engaged students in blended learning by satisfying their needs. (ii) Teacher support was closely related to student engagement. (iii) The relationship between digital support and student engagement varied. Possible explanations are the benefits of offering multiple modalities, considering learning expertise, and applying emotional designs. The findings contribute to SDT by adding a new perspective, namely digital support, and thereby proposing a new framework for needs support in blended learning. Student engagement in a blended learning environment is very different from that in a traditional classroom environment, and is fostered by satisfying three innate needs identified in self-determination theory (SDT): autonomy, relatedness, and competence. Related studies have emphasized teacher support to satisfy the three students’ need, but not digital support. The founders of SDT recently stated that SDT-based research should focus on problems associated with learning technologies. Accordingly, this study proposed digital support designs to fulfill the three abovementioned needs, examined their effectiveness, and investigated how the developed forms of digital support and teacher support contributed to student engagement. The study adopted a sequential explanatory mixed methods research design and involved 426 Grade 11 students. The findings were as follows. (i) Compared with teacher support, digital support better engaged students in blended learning by satisfying their needs. (ii) Teacher support was closely related to student engagement. (iii) The relationship between digital support and student engagement varied. Possible explanations are the benefits of offering multiple modalities, considering learning expertise, and applying emotional designs. The findings contribute to SDT by adding a new perspective, namely digital support, and thereby proposing a new framework for needs support in blended learning. •Blended learning requires engagement in technological and face-to-face environments.•Technology design should fulfill the needs identified by self-determination theory.•This study designed digital support for blended learning.•The relationship between digital support and student engagement varied.•This paper suggests a framework for needs support for blended learning.
ArticleNumber	106909
Author	Chiu, Thomas K.F.
Author_xml	– sequence: 1 givenname: Thomas K.F. orcidid: 0000-0003-2887-5477 surname: Chiu fullname: Chiu, Thomas K.F. email: Thomas.kf.chiu@gmail.com, tchiu@cuhk.edu.hk organization: Department of Curriculum and Instruction Faculty of Education, The Chinese University of Hong Kong, Shatin, NT, Hong Kong
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Keywords	Self-determination theory Teacher support K12 education Blended learning Student engagement Digital support
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Title	Digital support for student engagement in blended learning based on self-determination theory
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