Self-determination theory: how to create motivation in e-learning

An e-learning course can be ever so well made – if participants are not motivated, they will not learn much. Self-determination theory is one of the most recognised theories of motivation, and it gives a clear answer to what makes people engage.

What is self-determination theory?

The theory was developed by the American psychologists Edward L. Deci and Richard M. Ryan from the 1970s onwards. It distinguishes between intrinsic motivation – when we do something because it is interesting or meaningful – and extrinsic motivation, where we do something to get a reward or avoid a consequence.

According to the theory, we thrive and become more motivated when three psychological needs are met:

• Autonomy: feeling that we have influence and can see the point of what we do.
• Competence: feeling that we master the task and are getting better.
• Relatedness: feeling connected to others and part of a community.

Autonomy in e-learning

Nobody likes being forced through a course without knowing why. Autonomy is about choice and meaning:

• Explain early on why the course is relevant to the participant’s work.
• Let participants take the course at their own pace and take breaks along the way.
• Offer choices, such as the order of chapters, extra material or language.

Competence in e-learning

We are motivated by feeling that we are learning something. That requires the right level of difficulty and good feedback:

• Start simple and build up gradually.
• Use questions and small cases along the way – with an explanation of the right answer.
• Show progress, for example with a progress bar or completed chapters.
• Finish with a test and a course certificate that documents what the participant has learned.

Relatedness in e-learning

E-learning is often taken alone, but that does not mean the social side has to be missing:

• Use examples and characters participants recognise from their own workplace.
• Let the manager introduce the course and follow up on it afterwards.
• Follow up in the team, for example with a short chat about what people take away from the course.

Avoid the classic motivation killers

• Long texts without activity.
• Questions that only test memory of details – not understanding.
• Locked courses where you cannot go back.
• A course nobody ever asks about afterwards.

In short

When participants can see the point, experience success and feel part of something bigger, motivation rises – and so does the outcome. They are three simple principles, but they make a big difference when they are built in from the start.