Date of Conferral

2023

Degree

Ph.D.

School

Education

Advisor

Loren Naffziger

Abstract

Enrollment in online doctoral programs is increasing; however, 41% of these students do not graduate. Student achievement in online learning depends on motivation. The purpose of this basic qualitative study was to explore doctoral students’ perspectives on how educational technology supports their motivation to earn a degree in education. Deci and Ryan’s self-determination theory comprised the conceptual framework that guided this study. Research questions were designed to investigate if online technology supports doctoral students’ basic psychological needs of autonomy, competence, and relatedness. Data were collected through semistructured interviews with 12 participants who earned doctorates online. Thematic analysis was employed to code data as well as create categories and initial themes, resulting in seven final themes: (a) instructors incorporated online technology to support learning, (b) use of online technology supported student’s autonomy, (c) use of online technology hindered students’ expertise, (d) completing a doctorate online is difficult and time consuming, (e) use of online technology supported students’ expertise, (f) use of online technology promoted social integration, and (g) online technology usage could not replace face-to-face interactions. Findings could be used to help administrators improve the motivation of online doctoral students by satisfying their basic psychological needs. Motivating students to complete their programs can increase retention and graduation rates, advancing students’ careers and creating positive social change by helping them become more knowledgeable and successful.

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