Impact of Course Design on Online Learners' Perceptions of Learning

This dissertation explores how incorporating Self-Directed Project-Based Learning (SD-PBL) into online K-12 science education impacts student motivation. It addresses the increasing demand for innovative teaching methods that boost student engagement and success in virtual classrooms. The research utilizes a three-part approach. First, a comprehensive literature review was conducted to identify relevant background information and determine research gaps. Second, using traditional teaching methods, a quantitative analysis examines student motivation, satisfaction, perceived value, and lifelong learning tendencies in online science courses. Finally, a mixed-methods study compares student motivation in online science courses implementing SD-PBL with conventional methods. The research is informed by Self-Determination Theory (SDT), Self-Directed Learning Theory, and Constructivism, which suggest that promoting autonomy, competence, and relatedness can enhance intrinsic motivation and learning. The results of this study could provide valuable insights for educators and curriculum developers aiming to adopt effective online learning strategies that foster student-centered and meaningful learning experiences, especially for K-12 students in today's digital landscape.