Self-directed e-learning (SDEL) refers to electronic learning environments where there are often no peer learners or instructors regularly available. Past studies suggest that lack of time and lack of motivation are primary causes of learner attrition in online settings. However, little is known about what influences motivational change during SDEL. We surveyed 368 adult learners from both higher education and corporate settings who had used commercial SDEL products. Results from stepwise regression analysis indicated that the best predictors of motivation to begin SDEL were perceived relevance, reported technology competence, and age. The best predictors of motivation during SDEL were perceived quality of instruction and learning (e-learning is right for me) and motivation to begin. Motivation during SDEL was the best predictor of positive change in motivation, which in turn predicted learner satisfaction with SDEL. Instructional design principles for sustaining learner motivation in SDEL are identified from the findings of the present study.
Administrators at a large midwestern university recognized that their World Wide Web site was rapidly becoming an important factor in recruiting new students. They also expected this Web site to serve many different types of information needs for existing students,faculty, staff, and alumni. An interdisciplinary team of faculty, graduate students, and staff was formed to evaluate the existing Web site. A group from this teamfirst conducted a needs analysis to determine the kinds of irrfarmation the target population was seeking. This analysis led to the creation of a new information structure for the Web site. Usability tests of the both the new and old designs were conducted on paper. Users were able to find answers to frequently asked questions much more rapidly and successfully with the new information structure. This structure was further refined through additional usability tests conducted on the Web itself. This descriptive case study illustrates the value of user-centered design and usability testing of World Wide Web sites.
While there are many distance education studies of student satisfaction or perceptions of CMC, studies on residential student perceptions of CMC are rare. A paper survey was administered to 105 residential graduate and undergraduate students at a midwestern U.S. university. Results indicated that the majority of students preferred faceto-face discussion over CMC for most tasks; however, CMC was preferred overall for simple learning tasks. Content analyses of student responses to open-ended questions revealed that some students perceived face-to-face discussion to be faster, easier, and more convenient, while others perceived that CMC saves time and is more convenient. A discriminant analysis revealed several important factors that predicted those who preferred CMC for discussion. Students further commented that they would learn better from CMC if their instructors were more involved with and enthusiastic about CMC. Speed and convenience appear to be more important to students than whether discussion is face-to-face or CMC.
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