ABSTRACT

This article reviews motivation research published in Distance Education since 1980, highlighting the major foci of investigation and reflecting on past findings. A major trend was that past research has focused predominantly on learners’ motivational attributes using sociocognitive models of motivation. We therefore have developed a good understanding of motivating variables such as self-efficacy and their power in engaging learners. However, this can be problematic because sociocognitive research situates motivation within an individualistic paradigm with limited attention given to examining whether learning supports and instructional designs in open and distance learning mediate and motivate learning engagement. Building on the review, this article seeks to shift the research attention from whether learners are motivated to crafting an open and distance learning system that is motivating and engaging by tapping into multiple motivation sources available beyond the confines of an individualistic frame.

摘要

本文评论在远程教育中发表的动机研究自1980年以来，突出了调查的主要重点并反思了过去的发现。一个主要趋势是，过去的研究主要使用动机的社会认知模型来关注学习者的动机属性。因此，我们对激励变量（例如自我效能感及其在吸引学习者中的力量）有了很好的理解。但是，这可能会引起问题，因为社会认知研究将动机置于个人主义范式之内，而对于研究开放式和远程学习中的学习支持和教学设计是否能够介导和激励学习参与的关注有限。以评论为基础，