Hvad fremmer netlærerstuderendes motivation for aktiv deltagelse i undervisningen? - En undersøgelse om didaktik og motivation på Netbaseret læreruddannelse ved Københavns Professionshøjskole

This paper seeks to shred a new light on which didactic elements of blended learning enhances student motivation and participation from a phenomenological and social constructivist stance and approach.
Through idiographic and interpretative analysis of qualitative collected data via semi-structured interviews with the inclusion of our own pre-understandings and with references to Self-Determination Theory, we have found congruent examples of data to support claims of external validity of motivational elements in blended learning environments similar in construction to and in the execution of the online Teacher Education (NetLU) at University College Copenhagen.