Conference Session

Continuing Professional Development Division (CPD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mary Grace Golden, Purdue University ; Emeline Anne Ojeda-Hecht, Purdue University ; Savannah Meier, Purdue University ; Eric Holloway, Purdue University; Jennifer S. Linvill, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

, SDT is a theory that was created to examine whyhumans are consistently motivated to grow and how this is impacted by their personality, makingthe theory well-suited to apply to the context of student motivation to learning. Specifically, SDTposits that an individual’s task performance and well-being change based on the motivation theyhave for that task.Through rigorous empirical testing, three innate and fundamental psychological needs have beenidentified for all human beings. Needs are “the nutriments that are essential for optimal humandevelopment and integrity” [30, p. 337], [31], including competence, autonomy, and relatedness[30] - [32]. Competence is the feeling of acting or performing effectively within an environmentor task [32]. In

Conference Session

Continuing Professional Development Division (CPD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Wanju Huang, Purdue University ; Margaret Wu, Purdue University

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

, prioritizing, and documenting the feature requests, the team reviewed theirrequests through the lenses of the three theoretical frameworks discussed earlier in this paper:Contextualized Framework, CoI, and UDL. This was to ensure that each of the requestedfeatures was necessary to support evidence-based teaching and learning in an online professionaldevelopment environment. Table 1 illustrates which frameworks connect most directly to each ofthe general sets of features the team requested. Unsurprisingly, the team found that the first-tierpriority requests, or those most elemental to an LMS, connected most strongly to the CoI andUDL frameworks as they are both very much concerned with the design and curriculum aspectsof a learning experience. It