The DOI matches its Crossref record; 21 of the 21 references it cites were found in a registry or an index.
The Importance of Motivation in Online Learning
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Cites
Ryan, R. M., & Deci, E. L. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.68 · Cited by 54,599
Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions
Ryan, R. M., & Deci, E. L. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1020 · Cited by 18,666
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4102_1 · Cited by 7,776
Deci, E. L., Koestner, R., & Ryan, R. M. (1999) · Psychological Bulletin · doi:10.1037/0033-2909.125.6.627 · Cited by 7,176
Self-determination theory: A macrotheory of human motivation, development, and health
Deci, E. L., & Ryan, R. M. (2008) · Canadian Psychology / Psychologie canadienne · doi:10.1037/a0012801 · Cited by 6,664
Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education
Garrison, D. R., Anderson, T., & Archer, W. (1999) · The Internet and Higher Education · doi:10.1016/s1096-7516(00)00016-6 · Cited by 6,619
The four-phase model of interest development
Hidi, S., & Renninger, K. A. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4102_4 · Cited by 4,702
Development and use of the ARCS model of instructional design
Keller, J. M. (1987) · Journal of Instructional Development · doi:10.1007/bf02905780 · Cited by 2,332
REEVE, J. (2009) · Educational Psychologist · doi:10.1080/00461520903028990 · Cited by 1,728
Motivating the Academically Unmotivated: A Critical Issue for the 21st Century
Hidi, S., & Harackiewicz, J. M. (2000) · Review of Educational Research · doi:10.3102/00346543070002151 · Cited by 1,689
Cited by
Tang, Y. M., Chen, P. C., Law, K. M. Y., Wu, C. H., Lau, Y.-Y., Guan, J., He, D., & Ho, G. T. S. (2021) · Computers & Education · doi:10.1016/j.compedu.2021.104211 · Cited by 538
Alawamleh, M., Al-Twait, L. M., & Al-Saht, G. R. (2022) · Asian Education and Development Studies · doi:10.1108/aeds-06-2020-0131 · Cited by 502
Personalized Education in the Artificial Intelligence Era: What to Expect Next
Maghsudi, S., Lan, A., Xu, J., & van der Schaar, M. (2021) · IEEE Signal Processing Magazine · doi:10.1109/msp.2021.3055032 · Cited by 341
Towards a motivational design? Connecting gamification user types and online learning activities
Bovermann, K., & Bastiaens, T. J. (2020) · Research and Practice in Technology Enhanced Learning · doi:10.1186/s41039-019-0121-4 · Cited by 156
“It is especially recognized in online and distance learning (Hartnett, 2016, 2019; Kim & Frick 2011), as dropout rates are high compared to the rates in traditional face-to-face learning (Glass, 2014; Simpson 2013; Vogel et al. 2018).”
BackgroundDigital training for building resilience: systematic review, meta-analysis, and meta-regression
Ang, W. H. D., Chew, H. S. J., Dong, J., Yi, H., Mahendren, R., & Lau, Y. (2022) · Stress and Health · doi:10.1002/smi.3154 · Cited by 83
“motivations (Hartnett, 2016) and it presents with its own set of unique challenges (Shorey & Chua, 2021).”
Background
Metadata
- Authors
- Hartnett, M.
- Venue
- Motivation in Online Education
- Publisher
- Springer Singapore
- Published
- 2016
- Pages
- 5-32
- OpenAlex
- W2469623268
- Cited by
- 159
- References
- 21
- FWCI
- 7.20
- Type
- book chapter
- Language
- en
- Open access
- closed
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- The paper
- Hartnett, M. (2016). The Importance of Motivation in Online Learning. Motivation in Online Education. https://doi.org/10.1007/978-981-10-0700-2_2
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
