This study utilized the same general work context instrument as Sørebø, Halvari, Gulli,  Kristiansen, and despite of this they found perceived relatedness to influence both students’ extrinsic and intrinsic e-learning motivation.  

Further research is needed to resolve the question about why the need to feel connected and supported by important people not seems to influence teachers extrinsic/intrinsic motivation to use e-learning.

Roca and Gagné (2008) conflicting results to e-learning technology 

Roca, J. C., Gagné, M. (2008). Understanding e-learning continuance intention in the workplace: A self-determination theory perspective. Computers in Human Behavior, 24(4), 1585-1604. 

University of Michigan - Ann Arbor

-  Perceived autonomy has a positive impact on teachers’ intrinsic motivation toward use of e-learning.
-  Perceived competence has a positive impact on teachers’ level of perceived usefulness, confirmation and intrinsic motivation in connection with e-learning usage.
-  Perceived autonomy does not influence teachers’ level of perceived usefulness.
-  Perceived relatedness neither influenced teachers’ level of perceived usefulness nor their level of intrinsic motivation.

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