Book chapter 2025

Fostering Intrinsic Motivation and Self-Directed Learning Through Cooperative Learning in Blended Business Education

LD
Lowes, Dorothea
 VD
van der Westhuizen, Christo
 BC
Bosch, Chantelle
Innovating Business Education: AI, Skill Development, and Hybrid and Blended Models
Journal · pp. 109-138
Abstract

This chapter explores the transformative potential of cooperative learning (CL) in fostering intrinsic motivation (IM) and self- directed learning (SDL) within blended learning (BL) business education environments. Drawing on a design- based, mixed- methods study conducted at a South African TVET college, it presents the Cooperative–Self- Directed–Blended Learning (C–SD–BL) framework. The chapter unpacks theoretical foundations, empirical findings, and practical implications, demonstrating how structured CL strategies in BL contexts enhance learner engagement, autonomy, and competence. Insights are drawn exclusively from the author’s doctoral research, presenting a contextually grounded, theoretically rigorous contribution to active learning scholarship in business education. © 2026 by IGI Global Scientific Publishing. All rights reserved.

Keywords

Author Keywords

Not provided

Index Keywords

Mixed method intrinsic motivation motivation Computer aided instruction Theoretical foundations Blended learning Business educations Cooperative learning Empirical findings Learning frameworks Self-directed Self-directed learning
Author Affiliations
North-West University, Potchefstroom, North West, South Africa
University of Johannesburg, Johannesburg, Gauteng, South Africa
Funding & Acknowledgements
No funding information
References 10 References
1 South African Journal of Higher Education, (2024)
2 Role of Social Interaction in Learning A Vygotskian Perspective, (2019)
3 Influence of Using Cooperative Learning Think Pair Share Technique Towards Students Writing Ability at the First Semester of the Eighth Grade at Smp Negeri 19 Bandar Lampung in Academic Year of 2023 2024, (2024)
4 An, Fuhai, The relationship between technology acceptance and self-regulated learning: the mediation roles of intrinsic motivation and learning engagement, Education and Information Technologies, 29, 3, pp. 2605-2623, (2024)
5 Journal of Student and Education, (2023)
6 Promoting Self Directed Learning Through the Implementation of Cooperative Learning in A Higher Education Blended Learning Environment, (2017)
7 South African Journal of Education, (2022)
8 Toward A Theory of Instruction, (1966)
9 Chim, H. Q., Experiences of face-to-face and online collaborative learning tutorials: A qualitative community of inquiry approach, Education and Information Technologies, 29, 14, pp. 18561-18589, (2024)
10 CHIU, Thomas K.F., Digital support for student engagement in blended learning based on self-determination theory, Computers in Human Behavior, 124, (2021)
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