Motivation in Distance Education

Hartnett, Maggie

doi:10.4324/9781315296135-13

Cited by 17 publications

(19 citation statements)

References 1 publication

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“…Minimal peer communication has an adverse impact on motivation and feelings of isolation (Hartnett, 2015). Therefore, instructors ought to establish and maintain online presence (Hartnett, 2019) and foster online learning communities by encouraging group discussions and peer interaction (Vayre and Vonthron, 2019). An investigation into the expectations about the roles of students and teachers in online courses conducted by Bork and Rucks-Ahidiana (2013: 21) shows how important both the voice and eye contact between students and teachers is in helping them 'to feel a sense of connection to the instructor and the course'.…”

Section: Face-to-face Vs Online Experiencementioning

confidence: 99%

From F2F to ERT: University Students’ Perception of Remote Learning During the First COVID-19 Lockdown

Dvořáková¹,

Emmer²,

Janktová³

et al. 2021

ERIES Journal

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In the spring of 2020, the University of South Bohemia was one of the innumerable higher education institutions which was obliged to move its instruction online in order to comply with the COVID-19 regulations. This article explores the evaluation of emergency remote teaching (ERT) measures taken by the English department from the perspective of its students. It presents and discusses findings gathered from a questionnaire completed by 99 respondents. The questionnaire centres around four areas of interest: satisfaction with ERT, comparison of face-to-face (F2F) vs. online learning experiences, perceived stress level during ERT, and acquisition of skills. The results show how students responded to the emergency procedures and which factors they considered essential in terms of satisfaction and stress. Furthermore, they reveal thought-provoking insights on aspects such as integrating elements of online teaching into F2F instruction, developing various skills in lockdown, and motivation for learning. Our findings are analysed in terms of aspects and factors which are viewed as efficient or inefficient by students in a time of crisis. Thus, this research may contribute not only to better preparedness should circumstances requiring ERT return, but also to a more complex re-evaluation of instructional approach at university level.

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Section: Face-to-face Vs Online Experiencementioning

confidence: 99%

From F2F to ERT: University Students’ Perception of Remote Learning During the First COVID-19 Lockdown

Dvořáková¹,

Emmer²,

Janktová³

et al. 2021

ERIES Journal

View full text Add to dashboard Cite

show abstract

“…In educational settings, students' motivation is always a crucial factor that must be addressed. It is especially recognized in online and distance learning (Hartnett, 2016(Hartnett, , 2019Kim & Frick 2011), as dropout rates are high compared to the rates in traditional face-to-face learning (Glass, 2014;Simpson 2013;Vogel et al 2018). Therefore, motivation was identified in former studies as one of most important success factors in distance education (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, motivation was identified in former studies as one of most important success factors in distance education (e.g. Bekele 2010;Hartnett 2016Hartnett , 2019Paterson 2014). However, as the number of online courses continues to increase (Allen & Seaman 2017;Qayyumn & Zawacki-Richter 2019), it comes increasingly pressing to counteract the high drop-out rates.…”

Section: Introductionmentioning

confidence: 99%

“…The challenge of independent and self-organized learning in distance education can often lead to a loss of motivation, which is reflected in higher drop-out rates compared to traditional courses of studies (Allen & Seaman 2017;Vogel et al 2018). To counteract this development, purposeful and motivational strategies aligned with the target group should benefit the students' learning process in distance education (Hartnett 2019). However, well-grounded knowledge about students' preferred learning behaviors to foster learning motivation is necessary to address this issue.…”

Section: Introductionmentioning

confidence: 99%

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Towards a motivational design? Connecting gamification user types and online learning activities

Bovermann

Bastiaens

2020

RPTEL

111

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Motivation is a crucial factor for students' learning behavior and plays a key role in the concept of gamification to foster students' motivation through specific gamification mechanics and elements. User types for gamification and associated gamification mechanics can classify students' interests and learning preferences and provide explanations for their motivational learning behavior. This study investigated how five gamification user types may relate to six mainly used online learning activities in a distance online bachelor's and master's class in educational science through the use of a systematic approach. A total of 86 students participated in the questionnaire in a cross-sectional study. The findings showed average agreement shares for all five gamification user types. The correlations revealed that the six online learning activities were at least significantly connected to one of the five gamification user types, and both person-centered and environment-centered perspectives were displayed. Finally, the results were discussed, and implications were derived for a motivational design.

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“…Serdyukov (2017) cautions that rapid growth in ICT must not come at the expense of not only the technological readiness but also the pedagogical readiness. Pedagogical readiness encompasses an overall consideration of the delivery medium, how it influences learning and an understanding of the motivation to learn in a technology-rich environment (Hartnett, 2019;Laurillard, 2002). An understanding of pedagogical aspects must be coupled with the need for leadership, strategic direction and collaboration within the institution to ensure that technology is able to support learning (Machado, 2007).…”

Section: E-readiness Assessment Frameworkmentioning

confidence: 99%

E-readiness measurement tool: Scale development and validation in a Malaysian higher educational context

Goh

Blake

2021

Cogent Education

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Increasing complexity towards harnessing the power of ICT on all levels has created uncertainty about higher educational technological capabilities and adequate strategies to develop e-readiness. In this study, an empirically grounded higher education e-readiness questionnaire in the domain of higher education was developed and validated. Exploratory factor analysis (n = 120) followed by confirmatory factor analysis (n = 336) was done which was presented in two forms; covariance model and the structural model. The covariance model showed that the 5 indicators ("Innovativeness", "Infrastructure", "Collaboration", "Learning flexibility", "Student experience") and assigned 24 items were important e-readiness dimensions from the learners' point of view. The structural models validated the previously extracted factors along with their indicators. As a practical tool, the e-readiness tool could assist institutions towards identifying issues that contribute towards e-readiness thereby formulating strategies accordingly. An example of how it can be used as a practical tool is presented in this paper.

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Motivation in Distance Education

Cited by 17 publications

References 1 publication

From F2F to ERT: University Students’ Perception of Remote Learning During the First COVID-19 Lockdown

From F2F to ERT: University Students’ Perception of Remote Learning During the First COVID-19 Lockdown

Towards a motivational design? Connecting gamification user types and online learning activities

E-readiness measurement tool: Scale development and validation in a Malaysian higher educational context

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