Abstract
In this paper we explore aspiring teachers’ motivation in using digital technology. Referring to the self determination theory, we examine changes in their perceived competence, autonomy and relatedness before and after a University course on “Digital Education” in the two consecutive winter terms of 2020/21 and 2021/22. This course aims at contributing to students’ digital empowerment and critical perspective on digitalisation. To get insight on students’ motivation, we arranged a questionnaire. Apart from their motivation, we asked for students’ technology use continuance intention. The validation of the questionnaire along with its evaluation is based on several statistical approaches: We compare the internal validity of content-related group of questions through correlation and factor analyses. Further, we explore the outcomes for two specific student cohorts in two succeeding years. Students perceived competence and realisation of digital media’s usefulness increased in both cohorts after course participation.
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Posekany, A., Haselberger, D., Kayali, F. (2023). Assessing Students’ Motivation in a University Course on Digital Education. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds) Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems, vol 633. Springer, Cham. https://doi.org/10.1007/978-3-031-26876-2_33
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DOI: https://doi.org/10.1007/978-3-031-26876-2_33
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