The Role of User Motivation in Blended Learning for Graduate Management Education


Student thesis: Doctoral Thesis

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Awarding Institution
Award date7 Nov 2017


Within graduate management education, the adoption of the blended learning model, which combines face-to-face and online instruction, has far outpaced the development of the related academic literature. The resulting vacuum has invited instructional designs whose lack of an evidentiary basis is the root of an emerging dissatisfaction among digitally literate learners who increasingly expect the convenience of asynchronous learning to be matched with technology-enabled improvements in andragogy. This vacuum presents numerous research opportunities for the information systems (IS) field, given that the blended learning model is a quintessential example of an information system, one that IS researchers have largely overlooked. My dissertation targets such opportunities within both components of the blended learning model: the self-directed (homework) learning component, and the team-based collaborative learning component. For both components, I propose theory that explains and predicts the role of user motivation, and I identify technology-enabled instructional designs with which to operationalize my proposed theories in the service of the traditional dependent variables of user satisfaction and learning outcomes. For the self-directed learning component, I report experimental and exploratory case study results that confirm the achievement of those dependent variables where the instruction features the use of narrative animated videos to induce intrinsic motivation. For the team-based collaborative learning component, I report exploratory case study results that confirm that the use of a technology-enabled peer assessment device activates perceived accountability and thereby induces intrinsic and extrinsic motivation in the service of enhanced learning. Finally, I provide theory and recommend empirical research for operationalizing an instructional design that targets an overlooked dependent variable—the capacity for self-regulated learning—that is vitally important within graduate management education, and well beyond.

    Research areas

  • motivation, multimedia learning, blended learning, accountability, self-regulated learning, transactive memory systems