Relatedness in the online learning environment
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Traditional instructional methods of delivery are waning as online education steadily rises to the forefront as the preferred delivery for students striving to access higher education. While there is a wealth of empirical evidence to support strategies that foster students’ autonomy and competence in both the traditional and online learning setting, the availability of varied, research-based relatedness support appropriate for the online learning environment is lacking. Therefore, the purpose of this paper was to review the literature applying Self-Determination Theory to online instructional settings to understand relatedness, its educational impacts on students, and associated support strategies.