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The Impact of a The Impact of a Compulsory Web-Compulsory Web-based Course on based Course on

Preservice Preservice Teachers’ Teachers’

Motivational ProfileMotivational ProfileThierry Karsenti, Université de MontréalThierry Karsenti, Université de Montréal

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OBJECTIVEOBJECTIVE• To understand the To understand the

motivational impact of a motivational impact of a compulsory compulsory open and open and

distance learningdistance learning course course on prospective teachers’ on prospective teachers’

motivational profilemotivational profile

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THEORETICAL THEORETICAL FRAMEWORKFRAMEWORK

• Motivation according to Deci and Motivation according to Deci and Ryan (1985, 1991)Ryan (1985, 1991)

• Feelings of competenceFeelings of competence• Feelings of self-determinationFeelings of self-determination• Feelings of affiliation and Feelings of affiliation and

belongingbelonging

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Figure 1. Representation of the Self-determination Continuum Developed by Deci and Ryan (1985, 1991, 2000).

- - - + + +Self-determination Continuum

Amotivation Extrinsic Intrinsic Motivation MotivationExternal Introjected Identified IntegratedRegulation Regulation Regulation Regulation

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METHODMETHOD• SubjectsSubjects

429 student teachers (331 429 student teachers (331 females, 98 males) in their females, 98 males) in their

fourth year of a four-year fourth year of a four-year teaching education program teaching education program were selected to participate.were selected to participate.

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A motivation scale A motivation scale was administered was administered three times to all three times to all students who were students who were participating in the participating in the project. (week 0-1 ; project. (week 0-1 ; week 3-4 ; week 3-4 ; week 12-13)week 12-13)

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Results of this study are Results of this study are also the product of the also the product of the

analysis of semi-analysis of semi-structured, individual structured, individual

interviews (n = 72) interviews (n = 72) conducted with students conducted with students as well as the analysis of as well as the analysis of focus groups held in focus groups held in chat chat

roomsrooms (n = 24). (n = 24).

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PRESENTATION PRESENTATION AND ANALYSIS AND ANALYSIS OF RESULTSOF RESULTS

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The results obtained by the The results obtained by the students enrolled in the Web-students enrolled in the Web-

based course, in the first based course, in the first motivation test, are relatively motivation test, are relatively

equivalent to those of other equivalent to those of other university students enrolled university students enrolled

in “regular in-class courses” in “regular in-class courses” at the beginning of the at the beginning of the

semester.semester.

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The students’ average score The students’ average score for the second motivation test for the second motivation test (week 4), at a time when they (week 4), at a time when they were completely aware of the were completely aware of the

organization of the Web-based organization of the Web-based course, is significantly lower course, is significantly lower

than the average score than the average score obtained in the first test (p < obtained in the first test (p <

0,0001), as shown in Figure 1. 0,0001), as shown in Figure 1.

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Table 1. Average score of students’ motivation Change between Week 4 and Week 1 (n = 429)

Non or little self-determined types of motivation Self-determined types of motivation_

Amotivation (EM) External Regulation

(EM) Introjected Regulation

(EM) Identified Regulation

Intrinsic Motivation

Motivation change (Week 4 – Week 1)

+ 0.51 + 0.60 + 0.36 - 1.56 -1.58

Significance of gain (betweenWeek 1 and 4)

t = 5.11 p < 0,0001

t =6.87 p < 0,0001

t =8.01 p < 0,0001

t = 15.76 p < 0,0001

t = 20.58 p < 0,0001

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The average score The average score obtained by the students obtained by the students

in the third motivation in the third motivation test (week 12-13) is test (week 12-13) is

significantly higher than significantly higher than the average score in the the average score in the

first (p < 0,0001) and first (p < 0,0001) and second tests (p < second tests (p <

0,0001). 0,0001).

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Non or little self-determined types of motivation Self-determined types of motivation

Amotivation (EM) External Regulation

(EM) Introjected Regulation

(EM) Identified Regulation

Intrinsic Motivation

Week 1 1.41 2.11 3.04 5.61 5.30

Week 4 1.92 2.71 3.40 4.05 3.72

Week 13 1.14 1.94 2.77 5.94 6.11

Sig. of gain (Week 1 vs 4)

t = 5.11 p < 0,0001

t =6.87 p < 0,0001

t =8.01 p < 0,0001

t = 15.76 p < 0,0001

t = 20.58 p < 0,0001

Sig. of gain (Week 1 vs 13)

t=6,28 p < 0,0001

t=4,77 p < 0,001

t=4.99 p < 0,0001

t= 7,08 p < 0,0001

t= 13.99 p < 0,0001

Sig. of gain (Week 4 vs 13)

t= 15.57 p < 0,0001

t=17.02 p < 0,0001

t=15.42 p < 0,0001

t= 21.90 p < 0,0001

t= 29.11 p < 0,0001

Table 2. Average score of students’ motivational profile for Week 1, 4 and 13 (n = 429)

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The analysis of the interviews The analysis of the interviews conducted with the students, conducted with the students,

the transcripts of conversations the transcripts of conversations held in CHAT mode also held in CHAT mode also

highlight the way in which a highlight the way in which a Web-based course promoted Web-based course promoted the students’ feelings of self-the students’ feelings of self-

determination , competence and determination , competence and affiliation. affiliation.

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Table 3 : Results of the content analysis Table 3 : Results of the content analysis of interviews with regard to the of interviews with regard to the advantages of Web-based coursesadvantages of Web-based courses

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CONCLUSIONCONCLUSIONWhile the analysis of the results While the analysis of the results

reveal the positive impact of a reveal the positive impact of a course given on the Web on the course given on the Web on the

students’ motivation, our results students’ motivation, our results also unveil the fact that all also unveil the fact that all

students may not be ready to students may not be ready to handle such autonomy or self-handle such autonomy or self-

determination.determination.

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The gap between the university The gap between the university classroom and the virtual classroom and the virtual

classroom is substantial, and is classroom is substantial, and is often difficult to bridge. This gap often difficult to bridge. This gap

is particularly evident when we is particularly evident when we observe the significant decrease observe the significant decrease in the students’ motivation after in the students’ motivation after only four weeks of the distance only four weeks of the distance

education course.education course.

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The students’ results on the The students’ results on the motivation tests seem to motivation tests seem to

highlight the reluctance felt highlight the reluctance felt and hardshipsand hardships

encountered at the encountered at the beginning of the beginning of the

implementation of the implementation of the distance education course.distance education course.

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Nonetheless, these results also Nonetheless, these results also show that the motivation of show that the motivation of

students at the end of the course students at the end of the course was much higher than when the was much higher than when the course first began or in the third course first began or in the third week… when a certain effort was week… when a certain effort was

required simply to get adjusted to required simply to get adjusted to this particular kind of higher this particular kind of higher

education learning context.education learning context.