Autonomous motivation in blended learning: Effects of teaching presence and basic psychological need satisfaction

Abstract

Learner autonomous motivation is regarded as an important determinant of meaningful learning. Yet, facilitating autonomous motivation is a major concern for instructors of online and blended learning. Based on self-determination theory, this study aimed to investigate the relationships between higher education students’ perceived teaching presence, basic psychological need satisfaction, and autonomous motivation. In total, 466 blended learning students from three higher education institutes in the Maldives participated in the study. Data were collected using a self-reported questionnaire. The results from structural equation modeling showed that students’ perceived teaching presence influenced autonomous motivation through basic psychological need satisfaction. Additionally, the study revealed that teaching presence did not have a significant direct effect on autonomous motivation. The findings imply that teaching presence and its sub-constructs as defined in the Community of Inquiry framework can be used to provide basic psychological need supportive teaching and foster autonomous motivation in blended learning.