This post is a critical review of Bonk and Khoo’s article, TEC-Variety framework for motivating online learners (2014). The text raises awareness about “proven motivation principles” Bonk & Khoo, n.d., para. 3) and their relationship to four learning perspectives from theoretical eras. Bonk & Khoo created the TEC-VARIETY framework (Table 1) to provide educators with a toolkit to improve their ability to meaningfully engage online learners.
Table 1 Theoretical underpinnings of the TEC-VARIETY Framework
Source: Bonk, C., & Khoo, E. (2014, p. 42)
General Impressions
I feel that Bonk and Khoo have done a wonderful job at translating their research into the user-friendly reading that it is. From my experience with academic literature, this does not always happen, and I appreciate their efforts.
Published in 2014, I was surprised that the sociocultural “theoretical era(s)” (Bonk & Khoo, 2014, p. 32) was included instead of other prominent digital-related theories like social constructivist, constructionism, and connectivism (Anderson, 2016; Mattar, 2018; Ng, 2015; Sims, 2014). Looking at Table 1, it is clear that some learning theories provide greater opportunities to motivate online learners than others. It could be implied that when designing learning to engage online learners, it is best to use a sociocultural approach as opposed to a behaviourist. However, a number of successful and well-attended xMOOCs (extended Massive Open Online Community) utilise behaviourist learning design traits (Rodriguez, 2013).
Bonk and Khoo recognize “the dynamic complex and multi-dimensional nature of factors influencing human motivation and action in online learning contexts (2014, p. 41). When designing effective online instruction that motivates students, several strategies need to be called upon and used.
Things that resonate with me.
Bonk and Khoo recognize the busy nature of education. The creation of their learning theory and motivation principles (TEC-VARIETY) aligned toolkit, along with their Trend and Takeaways advice, provides educators with a valuable resource. As a starting point, the focus could be on using the framework to design engaging online learning experiences or to reflect upon the instructional design and the impact on student learning.
Motivation is dynamic and complex with many contributing factors at play, and situationally and environmentally dependent. There is no magic formula or panacea that provides a solution. A reflective and iterative approach is required to learn what worked and what did not, and why.
Questions I have about the article
While I have only read the introductory chapter, I do hope that there are practical TEC-VARIETY takeaways for educators in the remainder of the book that is based on action research.
I wonder how these principles are applicable to our youngest online learners. For example, how do three-year-olds relate to the Tension principle when learning remotely?
Lastly, the TEC-VARIETY framework concentrates solely on the role of the educator in motivating students during online learning. A missing factor is the motivation of the learner, and their interaction with the environment, and how they influence each other.
Massey Course Outcomes
Foundations of Digital Education (261.764)
Identify and synthesize key concepts and principles underpinning contemporary practices in digital education.
Critically evaluate links between the theoretical foundations of digital education and situated practice.
Critique the benefits and challenges associated with using digital technologies in contemporary, complex learning situations.
Teaching & Digital Education (261.766)
Reflect on the central concepts, theories, and current areas of debate in the study of teaching with digital technologies.
Analyse and critique the roles and responsibilities of an educator in digitally-enhanced formal and informal learning situations.
Apply knowledge of contemporary learning theories and digital technologies to plan, and design a teaching resource applicable to formal or informal learning situations.
Bibliography & References
Anderson, T. (2016). Theories for learning with emerging technologies. In G. Veletsianos (Ed.), Emerging technologies in distance education (pp. 35-50).
Bonk, C. J., & Khoo, E. L. (2014). Online motivation from four perspectives. Adding some TEC-VARIETY : 100+ activities for motivating and retaining learners online. Open World Books.
Bonk, C. J., & Khoo, E. L. (n.d.). Adding Some TEC-VARIETY. https://tec-variety.com/
Major, D. A., Turner, J. E., & Fletcher, T. D.. (2006). Linking proactive personality and the Big Five to motivation to learn and development activity. Journal of Applied Psychology, 91(4), 927–935. https://doi.org/10.1037/0021-9010.91.4.927
Mattar, J. (2018). Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning. RIED: Revista Iberoamericana de Educación a Distancia(2), 201. https://doi.org/10.5944/ried.21.2.20055
Ng, W. (2015). Theories underpinning learning with digital technologies. In New digital technology in education: Conceptualizing professional learning for educators (pp. 73-94). Springer.
Oakley, B., & Sejnowski, T. (n.d.). Learning how to learn: Powerful mental tools to help you master tough subjects. Coursera. https://www.coursera.org/learn/learning-how-to-learn
Reeve, J., & Halusic, M. (2009). How K-12 teachers can put self-determination theory principles into practice. Theory and Research in Education, 7(2), 145–154. https://doi.org/10.1177/1477878509104319
Rodriguez, O. (2013). The concept of openness behind c and x-MOOCs (Massive Open Online Courses). Open Praxis, 5(1). https://doi.org/10.5944/openpraxis.5.1.42
Turner, J. C., & Patrick, H.. (2008). How Does Motivation Develop and Why Does It Change? Reframing Motivation Research. Educational Psychologist, 43(3), 119–131. https://doi.org/10.1080/00461520802178441
Sims, R. (2014). Design alchemy: transforming the way we think about learning and teaching. Springer.
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