Although online learning offers benefits like flexibility and accessibility, maintaining student motivation and engagement—especially in asynchronous settings—remains a challenge. Traditional theories of learning motivation have not yet been adequately tested in virtual environments, therefore, direct applications may be misleading. This project seeks to identify effective instructional design elements in asynchronous online learning, examining how platform and task design elements influence motivation, engagement, and progress through the lens of achievement goal theory. The experimental phase will explore how specific design features shape students’ perceptions and goals, while the longitudinal phase will analyze adaptive and maladaptive motivation patterns. Outcomes will inform the development of practical tools for educators—such as a manual, training, and analytics—helping them foster student motivation and improve their digital teaching competencies. Ultimately, the project aims to enhance virtual teaching and redefine teachers’ roles in tech-enhanced education.
Project funding:
The project “Breakthrough in Educational Research” is implemented within the framework of the progress measure No 12-003-03-06-01 “Putting the Teacher First” of the Education Development Programme of the Lithuanian Ministry of Education, Science and Sport, which is the manager of the development programme for the period 2021-2030. The project is funded by the European Union Funds for the period 2021-2027 and the State Budget of the Republic of Lithuania.
Period of project implementation: 2025-04-01 - 2028-04-03
Project coordinator: Lietuvos mokslo taryba
Project partners: Vilnius University, Kaunas University of Technology, Klaipėda University, Lithuanian University of Health Sciences, Vytautas Magnus University, Vilnius Gediminas Technical University
