Student Preferences for Learning Resources on a Land-based  Postgraduate Online Degree Programme

Slater, Duncan; Davies, Richard G.

doi:10.24059/olj.v24i1.1976

Cited by 10 publications

(10 citation statements)

References 28 publications

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“…Prior experience with Moodle may have also contributed to the high correlation between motivation and e-teaching materials and eassessments. This argument is supported by other researchers (Yili & Tsai, 2017;Slater & Davies, 2020;Cundell & Sheepy, 2018). The low correlation between motivation variables and e-discussion and e-grade checking and feedback could be attributed to the absence of real-time interaction between students and faculty in the way e-discussion and e-grade checking and feedback are implemented.…”

Section: Discussionsupporting

confidence: 55%

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: Discussionsupporting

confidence: 55%

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

Elshareif

Mohamed

2021

OLJ

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“…Engaged learners are reported to have increased cognitive and metacognitive involvement in academic tasks, increased performance and productivity and higher achievement rates (Krause & Coates, 2008;Kuh, 2009;Slater & Davies, 2020). However, studies also state that establishing and maintaining academic engagement can be challenging (Reyes-Fournier, et al, 2020;Martin, Stamper, & Flowers, 2020).…”

Section: Attention Vs Distraction In E-learning Engagementmentioning

confidence: 99%

“…While more than 80% of the universities in the United States offer online courses (Parker, Lenhart, & Moore, 2011), the rate of offering online courses for other countries can go up to 50% in Asia, Africa, and the Middle East (Qayyum & Zawacki-Richter, 2019). The popularity of recent elearning programs stems from their interactive, repetitive, flexible, and customizable nature (Allen & Seaman, 2006;Arkorful & Abaidoo, 2015;Costley & Lange, 2018;Darling-Hammond et al, 2019;Ku & Chang, 2011;Lekawael, 2017;Slater & Davies, 2020;Waschull, 2001). This form of learning has been reported to provide various benefits for the new generation such as expanding access to more learning materials and sources (Hill, 2002;Hofmann, 2002;Li, 2007;Means et al, 2009); providing more affordable education opportunities for the learners that enhance active engagement (Katz & Yablon, 2002;Li, 2007); leading to higher achievement (Katz & Yablon, 2002;Rourke, 2001;Schrum, 2000); and maximizing the learning opportunities among several web-based tools, computer programs, MOOCs, or social media applications and platforms such as Facebook, Twitter, and Instagram (Abney et al, 2018;Aydin, 2012;Chawinga, 2017;Faizi et al, 2013;Fox & Bird, 2017;Wong et al, 2017;Xing, 2019).…”

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confidence: 99%

Investigating E-Learning Motivational Strategies of Higher Education Learners against Online Distractors

Erarslan¹,

Şeker²

2021

OLJ

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Exploring higher education learners’ e-learning experiences and the challenges they encounter is required to equip them with necessary skills and strategies to attain their academic goals (Cooper & Corpus, 2009). By identifying the types of and the frequency of exposure to distractors, the study was specifically geared towards finding out the level of motivational self-regulated strategies, including volition and goal commitment strategies, employed against online distractors during e-learning by higher education learners. The data were gathered through a questionnaire developed after a comprehensive literature review and semi-structured interviews (n = 38). The questionnaire was completed by higher education learners (n = 279), who were found to implement goal commitment and volition strategies at moderate levels despite the high frequency of exposure to distractors. The overall findings imply that equipping learners with motivational e-learning strategies encompassing goal commitment and volition strategies is necessary. This will require more in-depth research conducted to explore the role of self-regulated strategies in predicting learner engagement in the context of online learning.

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“…Slater and Davies [23] indicated that students prefer lectures, course notes, and primary literature available online, because these eteaching materials were perceived as available and easy to engage with from outside the university campus.…”

Section: Review Of Related Literaturementioning

confidence: 99%

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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Student Preferences for Learning Resources on a Land-based Postgraduate Online Degree Programme

Cited by 10 publications

References 28 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

Investigating E-Learning Motivational Strategies of Higher Education Learners against Online Distractors

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

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