Self-Determination: Motivational Profiles of Bachelor’s Degree Seeking Students at an Online, For-Profit University

Pugh, Carol B.

doi:10.24059/olj.v23i1.1422

Cited by 11 publications

(9 citation statements)

References 44 publications

(72 reference statements)

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“…Recent research (Stark, 2019) found that although the online students indicated a low level of motivation in contrast to face-to-face students, motivation variables were more strongly correlated with the course performance than learning strategies for online courses. A study of online learning conducted by Pugh (2019) revealed an association between gender and motivation, but no correlation between age and motivation.…”

Section: Research On Online Learning Arcs and Motivationmentioning

confidence: 97%

The Effects of E-Learning on Students’ Motivation to Learn in Higher Education

Elshareif

Mohamed

2021

OLJ

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The recent COVID-19 pandemic has forced educational institutions worldwide to adopt e-learning. UAE higher education institutions have implemented e-learning systems and programs to cope with this unprecedented situation. This paper measured the strength of association between key aspects of e-learning systems and programs and students’ motivation to learn in Ajman University (AU). Cronbach’s coefficient alpha was used to test the internal consistency reliability of key aspects of e-learning (EL-8) and students’ motivation to learn (SML-16). Exploratory factor analysis was used to test the validity of, and coherence of patterns in, the data. Parametric and non-parametric methods were used to investigate the strength of association between key aspects of e-learning and students’ motivation to learn in AU. The results indicated that motivation variables were more strongly correlated with both e-teaching materials and e-assessments key aspects relative to others such as e-discussion, and e-grade checking and feedback.

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Section: Research On Online Learning Arcs and Motivationmentioning

confidence: 97%

The Effects of E-Learning on Students’ Motivation to Learn in Higher Education

Elshareif

Mohamed

2021

OLJ

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“…Programming requires constant effort where LI is comprehended by the intuition of students to learn and practice the programming tasks (Xia & Liitiäinen, 2017). LI depends on the effectiveness of TP, the PU of the studies, and IF to study in an e-learning course (Pugh, 2019). As discussed in the literature review, that TP greatly enhances the LI of the students, hence students perform well in understanding the concepts through TP.…”

Section: Learning Intentions (Li)mentioning

confidence: 99%

Factors Influencing Programming Expertise in a Web-based E-learning Paradigm

Rafique

Hussain

Ahmed

et al. 2020

OLJ

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Modern internet technologies have revolutionized the traditional education by providing flexible and resourceful e-learning opportunities in all the fields of knowledge. Programming constitutes integral part of undergraduate curriculum in computer sciences, and adequate level of programming expertise is expected from the graduates. In this paper, we explore and examine key factors that contribute to developing programming skills among undergraduate students in e-learning. These factors include teaching practices, intrinsic factors, efficacy problems, and learning intentions. We present a research model by integrating teaching practices, intrinsic factors, and efficacy problems with learning intentions of programming. This study involved responses from 460 undergraduate students. Structural Equation Modelling was applied to develop and evaluate the relationship between factors of the model. Experimental results show that teaching practices and student intrinsic motivations play a pivotal role in promoting learning intentions for programming. Further investigation reveals that learning intentions positively affect the programming expertise while the impact of efficacy problems is negative. The results proclaim that well-organized teaching practices and intrinsic factors develop learning intentions in students which overcome the efficacy problems and lead to better programming expertise. This research provides critical implications for policymakers to effectively implement computer science programs in e-learning paradigm.

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“…In a separate study conducted by Pugh [22] on online learning, it was discovered that there was an association between gender and motivation, but no correlation was found between age and motivation.…”

Section: Review Of Related Literaturementioning

confidence: 97%

Elements of E-Learning that Facilitate or Hinder Learning Motivation: A Review

Jrall,

Kiran

2023

AJESS

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A new way of teaching has been spawned in the wake of the rapid growth of sophisticated technology. Digital technologies in some way enable the teachers to create teaching material that is more interesting because the learning is tailored to the needs of the students related to their upcoming professional workplaces. Moreover, students can easily and efficiently find learning materials by utilizing digital technology in the classrooms. Student participation in the classroom is increased, as is collaboration within the class. This can allow the student's proficiency to improve. Also, integrating digital technology in the classroom can create an enjoyable teaching-learning process, resulting in a positive attitude to learners, and they become motivated to participate in learning activities. Students can also become distracted or digress when using digital technology in English for Specific Purpose classrooms, for example, when using YouTube or smartphones in the learning process. As we know motivation is the key factor behind learning especially in educational institutions where teachers are the only source of motivation but through the interventions of digital technology learning become e-learning. In electronic teaching learning system presence of teacher is there but what are the other motivational factors in e – learning system that reinforces the learning of students. In the backdrop of this present paper explored the elements in e-content and e learning that act as a motivational element for students in virtual teaching learning process. in this paper researcher conducted a meta-analysis of the past researches conducted on e- learning and motivation. The results of the study points out that e-content and e-learning having interactive features like animation, better organization, collaborative features enhance the learning motivation of students.

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Self-Determination: Motivational Profiles of Bachelor’s Degree Seeking Students at an Online, For-Profit University

Cited by 11 publications

References 44 publications

The Effects of E-Learning on Students’ Motivation to Learn in Higher Education

The Effects of E-Learning on Students’ Motivation to Learn in Higher Education

Factors Influencing Programming Expertise in a Web-based E-learning Paradigm

Elements of E-Learning that Facilitate or Hinder Learning Motivation: A Review

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