In a previous post, we explored the differences between intrinsic (internal drive, like curiosity or enjoyment) and extrinsic motivation (external factors, like grades or rewards). In this post, we want to focus on something just as important: how to balance the two, especially in the concept of open and distributed learning.Ā 

When learning is self-paced or less structured, like in many online or distributed courses, motivation becomes a key factor in staying engaged. We often hear that intrinsic motivation is the ā€œgold standardā€, but the truth is, both types of motivation are valuable and using them together is often more effective than relying on one alone. They both play an important role in online learning, and itā€™s a good idea to have a mix of both according to research. Extrinsic motivators offer immediate reinforcement and help guide short-term progress, and intrinsic motivators cultivate a deeper connection to learning through personal meaning and satisfaction (Scienceleaf, 2024). Blending both enables a learning environment where students are encouraged to meet academic expectations while also exploring their natural curiosity and passion for learning.

In open learning environments, we often have more flexibility but also more responsibility. Without regular check-ins or face-to-face accountability, intrinsic motivation helps keep us aligned with our personal goals. But on days when that inner spark just isnā€™t enough, extrinsic motivators can give us the push we need to stay on track. The next blog post will explore some strategies to maintain this balance and to stay motivated with oneā€™s learning.

We can apply what we have discussed to a scenario involving a virtual university course.

Scenario #1: Motivating Learners in a Virtual University Course

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At University of Licktoria, Professor Lee teaches an introductory psychology course offered fully online. She understands that her students come from diverse backgrounds and learning preferences, so she aims to design her course to foster both intrinsic and extrinsic motivation.

How does Professor Lee Foster Intrinsic Motivation?

Professor Lee decides that students should be able to personalize their learning. She allows students to choose their learning paths, and students have the option to choose topics for their final projects based on their interests, such as cognitive psychology, social behaviour, or mental health. This choice allows students to dive deeper into subjects they are already interested in, increasing their intrinsic motivation to learn.

How does Professor Lee Incorporate Extrinsic Motivation?

Professor Lee makes it a goal to have clear grading rubrics and timely feedback so that her expectations of her studentā€™s work are very clear. Students can easily understand expectations and measure their success.Ā 

In addition, to recognize progress, she introduces digital badges that students earn for completing key assignments, participating in discussions, and meeting deadlines. These badges can act as visible rewards that encourage students to keep up with coursework.

Why Balancing Both Matters

Professor Lee knows that relying solely on external motivators like grades or badges risks students focusing on the ā€œfinish lineā€ without truly engaging with the material. Conversely, intrinsic motivation alone may falter if students face challenges or distractions without clear external incentives. Weaving these motivators allows Professor Lee to build a learning environment where students feel both empowered and supported.

Scenario #2: How Learners can stay Motivated

The first scenario discussed how the instructor can use motivation to keep students engaged in their courses. In this scenario, we shift the focus to the learner’s perspective: how students themselves can take an active role in maintaining their own motivation.

Meet Sally. She is an undergraduate student enrolled in an online summer course on statistics. The topic isn’t her favourite but it’s a required course for her major. She wants to do well and stay on track to graduate. She is overwhelmed from looking at the syllabus. The long list of modules, quizzes, and deadlines makes her anxious. But instead of giving in to the stress, Sally takes a moment to organize it according to priority, deadlines, and effort level.

First, she decides to put important deadlines and weekly tasks into her Google Calendar so nothing sneaks up on her. She then sets a weekly study goal which is to complete 3 lessons and 1 practice quiz. This helps set a baseline for her learning, and starting early allows her to make adjustments throughout the semester. Now that she has broken up larger tasks into smaller manageable steps, Sally feels like the course is less overwhelming and more feasible. Next she adds designated study time slots in her calendar. From previous experience, she found that she works best in 30-minute sessions because its not too long to cause burnout, but limited enough to make her focus better on the subject.

To stay on track, Sally has created a Trello board to check off daily study goals and weekly tasks. To motivate her even further, Sally decides to create a positive association with studying by giving herself a reward at the end of each week if she meets her targets; in her case, a reward is going roller skating with her friends. She also reaches out to classmates through the discussion board to form a small study group.

When Sally comes across a concept that she feels she didn’t fully grasp, she participates in the discussion board and also seeks out external resources such as YouTube to help her understand.

Organizing the course in a way that aligns with her personal learning style and motivation allowed Sally to turn her stress into a strategy. She’s not necessarily excited about statistics,Ā  but tapping into her extrinsic goal (which is graduation) and creating small systems to stay engaged allows her to move forward with confidence and control.

Conclusion

Finding the right balance between intrinsic and extrinsic motivation is not a one-size-fits-all approach. It requires thoughtful consideration of learnersā€™ needs, environments, and goals. As seen in Professor Leeā€™s virtual classroom, combining internal drives like curiosity with external supports like feedback and recognition creates a well-rounded, motivating experience for students. In open and distributed learning, where structure may be limited and self-discipline is essential, this balance becomes even more critical. By designing learning experiences that tap into both types of motivation, educators can help students stay engaged, resilient, and genuinely invested in their academic journeys.

 

References

ScienceLeaf. (2024). Balancing Intrinsic and Extrinsic Motivation with Learning. https://scienceleaf.com/balancing-intrinsic-and-extrinsic-motivation/#:~:text=Strike%20A%20Balance-,Ms.,purpose%20and%20fulfillment%20in%20learning.