Motivation in Online Education

Hartnett, Maggie

doi:10.1007/978-981-10-0700-2

Cited by 133 publications

(124 citation statements)

References 3 publications

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“…The online format allows learners who may not be able to attend face-to-face classes due to work or family obligations the opportunity to pursue a degree online via asynchronous coursework (Hartnett, 2016). Through the asynchronous format option, class discussion is not limited to the class period or office hours; the 24 hours/7 days a week format gives teacher candidates an expanded, flexible forum for networking, discussing, and debating class content (Bonk & Khoo, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…The online class discussion format offers opportunities for active participation and can provide learners time to think and to compose their thoughts before sharing their views online ( Bonk & Khoo, 2014;Hew & Cheung, 2012). However, some learners have expressed dissatisfaction regarding online class discussions (Lee, 2014;Gerbic, 2006;Hartnett, 2016;Hew & Cheung, 2012;Pisutova-Gerber & Malovicova, 2009). In order to build a more engaging environment for online discussion that promotes active student participation, it is necessary to identify which characteristics promote learner engagement during online course discussions.…”

Section: Introductionmentioning

confidence: 99%

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Investigating Students’ Perceptions of Motivating Factors of Online Class Discussions

Lee

Martin

2017

IRRODL

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One of the goals of teacher education is to prepare our citizens to communicate in a variety of ways. In our present society, communication using digital media has become essential. Although online discussions are a common component of many online courses, engaging students in online discussions has been a challenge. This study queried 86 educators in a math/science teacher education graduate program to examine their perceptions on the factors that motivate them to participate in online discussions.The results revealed a pragmatic outlook on online education. In terms of intrinsic versus extrinsic motivation, the participants' main motivation to participate in online class discussions was extrinsic (85.88%), specifically so that they could earn an acceptable participation grade. With regards to discussion grouping formats, they preferred small group discussions (81%) which could facilitate their ability to develop rapport with a small group of fellow classmates over whole class discussion (38.83%). With respect to discussion facilitation, they focused on the practical need to have the instructor to answer their questions about course assignments (67.06%) over online open discussion without a given topic (35.72%). Next, when asked about discussion question types based on Bloom's taxonomy, their strongest preference reflected a desire for application (89.54%) questions which would facilitate their ability to use theories discussed in class in their daily work as educators. Through collaboration with twenty-first-century learners, online education can use data-driven decision making to help transform online discussion from being the least desirable component of online courses to a more relevant, instructional medium.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Investigating Students’ Perceptions of Motivating Factors of Online Class Discussions

Lee

Martin

2017

IRRODL

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“…Although there have only been a limited number of studies that explore the effect of motivation in online learning, motivation of the learners is still considered a key factor that determines the success of online learning [24]. Research related to online learning has found that the perceived level of involvement of the instructors, and their interpersonal skills could influence learners' motivation [25], [26].…”

Section: The Importance Of the Perception Of Teachers As Models In Edmentioning

confidence: 99%

“…Online learning, flexible learning, distance learning, and blended learning are just a few of the terms that are used to describe the use of digital technologies to enhance or extend traditional learning [24]. Often, these terms go hand in hand with the use of instructional videos.…”

Section: Instructional Videomentioning

confidence: 99%

Perceptions of Instructional Video Clips: Effects of the Presence or Absence of a Model in Instructional Video Clips on the Perception of the Model

Bandara¹

2018

IJCA

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Instructional videos are increasingly being used for educational purposes in academia. Distant learning is showing a massive growth in recent years and instructional videos are the key element of distance learning. The internet is filled with thousands of instructional video clips. However, characteristics such as the presence of a model in the video tend to differ across videos. This study aims to explore the effects of the presence or absence of a model in instructional video clips on the learners' perception of the model, selfefficacy beliefs and perceived learning. A total of 78 Sri Lankan information technology undergraduate students participated in the study. Two instructional video clips on professional writing were used for the study; one where the viewers can see the model (video alternates between the model and the slides), and another one where they can only hear the voice of the model. Two video clips were randomly assigned to each participant and data was collected on their perception of the model, self-efficacy beliefs and perceived learning. The results showed that the presence or absence of the model does not have a significant effect on learners' perception of the model, self-efficacy beliefs or perceived learning. However, both instructional video clips had a positive effect on learners' self-efficacy.

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“…requiring them to set goals, make efforts and commitments to successfully achieve their academic goals (Briones, Morales, Santos, Lopez, & Urdiales, 2016). It has been documented that in addition to contextual educative factors, type of learning tasks, etc., this goal oriented behavior is mediated by cognitive, motivational and emotional variables (e.g., Hartnett, 2016, Zembylas, Schutz, 2016 as well as by individual factors, such as personal self-efficacy perception to academic success (Bandura, 1995). In particular, it seems that students´ beliefs on their own capacity to academic achievement do affect learning outcomes regarding the acquisition of a new knowledge domains (e.g., see Moriarty, Douglas, Punch & Hattie, 1995), regulate students´ perseverance and efforts to achieve a proposed academic goal (Zeldin & Pajares, 2000) as well as their motivation to success (Bandura, 1995).…”

Section: Introductionmentioning

confidence: 99%

Engineering Student’s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online

et al. 2017

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This study explored in a sample of 560 high level education students their judgment formation to perceived self-efficacy to solve mathematical tasks. Students had to read 36 experimental vignettes describing educative scenarios to learn mathematics. Each scenario presented four manipulated pieces of information (learning modality, task difficulty, task relevance, and structure). After reading each scenario students were required to provide judgments regarding their believed self-efficacy to solve mathematical tasks described in the vignette by using a scale. Results showed that in regard to how students perceived their self-efficacy they could be grouped in two clusters (high and moderate). Most relevant factors to their judgment formation were task difficulty, task relevance and structure. Here, both groups used the same cognitive algebra mechanism to integrate factor information. Here, students valuated academic performance and feedback (e.g. difficulty and relevance) as most relevant even when they are conscious that learning is a primordial target. These and other results are discussed in the paper.

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Motivation in Online Education

Cited by 133 publications

References 3 publications

Investigating Students’ Perceptions of Motivating Factors of Online Class Discussions

Investigating Students’ Perceptions of Motivating Factors of Online Class Discussions

Perceptions of Instructional Video Clips: Effects of the Presence or Absence of a Model in Instructional Video Clips on the Perception of the Model

Engineering Student’s Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online

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