Date of Award

Spring 5-1-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching and Learning

First Advisor

Susan M. Powers

Abstract

The following study was an examination of the phenomenon of cognizance and how it impacts motivation in online learners. Cognizance is generally described as a sense of self-awareness. This qualitative study employed hermeneutic phenomenology to find the essence of awareness through the lived experience of individuals. Nine online learners were interviewed to explore whether they were influenced by the awareness of motivators such as inspiration, interest and/ or metacognition. The goal of this research was to explore whether the phenomenon of motivational awareness is a common trait among successful online learners and whether it has the potential to improve engagement and success in other online students. The theoretical frame of the study was built on the motivational principles of the self-determination theory and the metacognitive concepts of self-regulated learning. The results were framed using a descriptive-interpretive approach to the data analysis. The disciplines included hermeneutic phenomenology with an overarching paradigm of pragmatism which provided the researcher the liberty to coalesce a methodology that was not encumbered by formalist rigor. The results of this study provided a foundation for future research in motivational awareness that extends beyond the medium of online learning.

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