Differentiations in motivation and need satisfaction based on course modality: a self-determination theory perspective

Online education has grown exponentially over the past two decades, in large part due to its promise of flexibility and connectivity for students. However, this approach to pedagogy has remained relatively unexamined in regard to issues of motivation and intellectual thriving. Using self-determination theory as a foundation, we assessed the degree to which course modality (namely online vs. face-to-face) led to psychological need satisfaction and quality motivation. Our survey of 240 (n = 240) college students confirmed previous research in which higher quality motivation predicted the satisfaction of autonomy, competence and relatedness, which in turn predicted course and instructor approval. However, in a series of matched-pairs t-tests, students reported lower levels of quality motivation, autonomy support, competence and relatedness in online courses than they did for face-to-face courses.