Å fremme studentmotivasjon gjennom digital omvendt undervisning

Abstract

ABSTRACT: Online studies are rapidly expanding in higher education, yet issues such as loneliness and high dropout rates are being reported. Student motivation has been linked to the completion rates of online studies. The self-determination theory is a recognised motivation theory with solid empirical support for its recommendations on how to enhance student motivation. In recent years, the theory has been increasingly explored within online higher education, with support found for several key assumptions. Flipped classroom is a flexible teaching model that has shown a connection to increased student motivation when implemented in a physical context. The teaching model is becoming increasingly popular in higher education and can also be offered completely digitally. In this model, the information transfer occurs before the teaching session, while the session itself is dedicated to collaborative active learning activities that require higher-order thinking. In this article, I will discuss, based on the self-determination theory, whether digital flipped classroom can be used to enhance student motivation. My own flipped classroom approach for online students in a Developmental Psychology course will serve as an illustrative example. The student evaluation showed high satisfaction, but attendance was low from the first session. I will discuss whether investing resources in an attempt to enhance student motivation can be justified if it only reaches a smaller proportion of the students.