Perceptions regarding the
motivation of online
learners have developed out of earlier distance education models (Moore, 1993) and adult learning theories (Knowles, 1984) that
consider such
learners as being independent and self - efficacious and having high
motivation to learn (McCombs & Vakili, 2005).
The implication is that differing circumstances of students within the learning context need to be
considered and, where possible, accommodated in order to support
learners» psychological needs and the expression of high quality (i.e., more self - determined)
motivation among
learners.