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Unlocking Student Motivation: A Phenomenological Study of Employing an Open Education Pedagogy (OEP) Course Model in Undergraduate Education

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Abstract
Tertiary students who develop their own internal goals for learning, outside of official or familial pressures, are most likely to achieve educational and professional success (Ryan & Deci, 2017; Stage, 1996). Participatory development of open educational resources (OER) and an open pedagogical model provide the potential for students to have autonomy and control over the development of course content, fostering greater intrinsic motivation, and therefore more successful and transferable learning outcomes (Ryan & Deci, 2017). Vansteenkiste et al. (2006) present intrinsic goal framing as means to produce deeper engagement and increased conceptual learning, resulting in higher rates of student persistence. This qualitative study employs a constructivist hermeneutic phenomenological approach to investigate how undergraduate student motivation is impacted by taking a course that is designed using an open education pedagogy (OEP) model. The case study selected for research is an undergraduate linguistics course (LING305 | Writing for Linguists, n=23), for which an open pedagogical model has been applied in syllabus design. This design includes a renewable assignment with an adapted content adoption rubric and relies heavily on shared peer review as a feedback mechanism. Using Self-Determination Theory (SDT), specifically Cognitive Evaluation Theory (CET), as a theoretical framework (Ryan & Deci, 2017), this study closely examines a direct connection between undergraduate student participation in courses with a shared OER authorship or OA publishing of student artifacts model, to the development of internal goals, which supports intrinsic motivating factors, resulting in deepened engagement.
Type
Dissertation
Date
2024-05
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Attribution-ShareAlike 4.0 International
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http://creativecommons.org/licenses/by-sa/4.0/
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