Why people do or do not keep learning
Motivation in learning is not a single quantity that a person simply has more or less of. Psychologists describe it in terms of the kinds of reasons behind action and the conditions that support those reasons. Open education changes some of those conditions, which is why it is worth looking at the main ideas and how they apply.
A caution first. Motivation theories are useful frameworks, not exact laws, and most have been tested mainly in schools and universities rather than in informal learning with free materials. Treat what follows as a helpful way of thinking, not a proven recipe.
Intrinsic and extrinsic reasons
A common distinction separates intrinsic motivation, doing something because it is interesting or satisfying, from extrinsic motivation, doing it for an outside reward or to avoid a penalty, such as a grade, a qualification or a promotion.
Both are normal, and most people have a mixture. In formal courses, extrinsic factors such as marks and deadlines supply much of the push. Open materials taken on a voluntary basis often remove those factors. A learner working through a free textbook out of curiosity depends more on intrinsic reasons or on self-chosen goals, such as preparing for a career move.
Researchers have discussed whether too much emphasis on external rewards can crowd out interest in the activity itself. The findings are nuanced, and it does not follow that rewards are always harmful. A sensible reading is that rewards work differently depending on how they are experienced.
Three needs often discussed
One widely used framework, self-determination theory, proposes that people tend to be more sustainably motivated when three psychological needs are supported. The framework is well known, though evidence for it varies by context.
Autonomy. A sense of having choice and ownership over what one does. In open learning, this can come from selecting the resource, the order and the pace. Choice that feels meaningful is generally more motivating than choice that is trivial or overwhelming. Autonomy is also associated with a learner’s sense of agency, discussed under student autonomy.
Competence. A sense of being able to do the task and improve. Learners need tasks that are challenging but achievable, and signs that they are getting better. Without feedback, competence is hard to judge, so open learners sometimes underestimate or overestimate their progress.
Relatedness. A sense of connection to others. Even in self-study, knowing others are working on the same thing, or that someone cares about your progress, tends to help. Isolation can undermine this, which is the focus of the article on learner isolation.
How open learning may support the needs
Open resources can support autonomy through freedom of access and pace. They can support competence when materials are well structured and include practice with answers. They support relatedness when paired with a community or study group.
But the same features can undermine the needs. Unlimited choice can feel like pressure; the lack of external check-ins can make it hard to judge competence; and solitary use leaves relatedness unmet. It is useful to see open learning as offering opportunities rather than automatic support.
Other drivers worth knowing
Values and relevance. People work harder when the subject links to something they value. A learner who sees a clear connection to their work, family or interests will usually find it easier to continue than one who studies out of vague obligation.
Expectancy and confidence. Beliefs about whether effort will pay off matter. People who believe they can improve with effort, sometimes called a growth mindset, tend to persist, though claims about how much this can be changed by short interventions have been debated in the research.
Goals. Specific goals, especially when learners set them themselves, are commonly linked with better follow-through. This is picked up in the article on setting study goals.
Emotion. Anxiety, embarrassment and boredom can reduce motivation. Open study can reduce the fear of public failure because mistakes are private, which some learners find freeing.
A hypothetical example
Imagine an adult, Mira (an invented example), who wants to understand basic statistics. She picks an open textbook herself, which supports autonomy. She finishes the first chapter’s exercises and checks the answers, which builds a sense of competence. She joins a small online group, which provides relatedness. Her motivation is largely intrinsic, with an extrinsic element: she hopes to use the skill at work.
Now imagine a second invented learner, Tom, who is told by an employer to complete an open course by a certain date. His choice is limited, he receives no feedback, and he works alone. His reasons are mainly external. He may complete the course, but his motivation is more fragile and may vanish when the deadline passes. This does not make Tom’s situation hopeless: giving him some choice, such as which modules to do first, and a contact person could help.
Neither learner is real. The aim is to show how the same framework can be applied to different circumstances.
Limits of the research
When looking for evidence, a few cautions apply. Much motivation research relies on questionnaires, and people may describe themselves in ways that are flattering or inaccurate. Many studies take place in classrooms with students who have no choice but to be there, so the findings may not transfer directly to voluntary open learners. And motivation is entangled with other variables, so showing that open materials caused a change is hard. The article on what motivation studies show covers these issues further.
Practical points
For learners:
- Ask whether the study feels chosen or imposed, and look for ways to add choice.
- Seek tasks at the right level of difficulty and a way to check your results.
- Find at least one person to share progress with.
- Connect each study goal to something you care about.
For teachers and designers:
- Offer genuine choices (not too many) and explain the purpose of tasks.
- Give prompt, informative feedback.
- Provide opportunities for contact between learners.
- Avoid controlling language and heavy emphasis on rewards or comparison.
These steps are consistent with the theory, but their effects vary between people and settings.