The Importance of Motivation in Online Learning

Hartnett, Maggie

doi:10.1007/978-981-10-0700-2_2

Cited by 125 publications

(114 citation statements)

References 94 publications

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“…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%

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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Section: Introductionmentioning

confidence: 99%

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

Bovermann

Bastiaens

2020

RPTEL

111

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“…Constructivist principles that include the concept of collaboration, interaction, and dialogue, in which the context and nature are learning is to consider negotiations, it has proven to be an important basis in developing a successful online learning community. Motivation has been identified as a key factor in developing and maintaining a sense of community as well as learning and achievement in the context of an online [10].…”

Section: Introductionmentioning

confidence: 99%

Online Instructional Strategy with Different Goals Orientation on University Students' Higher Order Thinking Skills

Mustapa¹

2018

Proceedings of the First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Confere

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The rapid development of communication and computer technology bring a great impact on human life including education. The use of technology in every learning process has become a need, particularly in higher education level to produce a better teaching and learning process. This situation makes a vast contribution to the learning paradigm shift from a teacher-centered learning into a student-centered learning. The implementation of online instructional strategies is expected to enable students to overcome their learning problems, to encourage students' self-confidence and to perform their own independent learning. In this sense, students' characteristics such as their goal orientation and online instructional strategies will be one of the factors in the successful implementation of the improvement of higher order thinking skills in basic chemistry courses. The aims of this study are to examine the difference among students' higher order thinking skills using different goal orientation of learning and using goal orientation of performance. This study employed a quasi-experimental research design. The subjects were students of chemistry education (MIPA) at University of Tadulako Palu, Central Sulawesi, the instruments used in this study consisted of a written test, questionnaires, observation sheets, and an interview which is done before employing the instruments. The data were analyzed using ANOVA (Analysis of Variance). The research findings show that there are differences among students' higher order thinking skills taught using instructional goal orientation and those taught with performance goal orientation in basic chemistry courses, with a probability value of goal orientation is 0.029 (<α 0.05), and the average of instructional goal orientation is 43.55 higher than the average of performance goal orientation which is 40.62,

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“…Furthermore, some participants missed due date for assignments and lost scores because they had low computer skills and could not meet the assessment criteria mentioned in learning activities. The participants who were sometimes frustrated by technological skills might have less intrinsic motivation to learn and participate in learning activities (Hartnett, 2016).…”

Section: Environmental Conditionsmentioning

confidence: 99%

“…Although they did not have a face-to-face communication, they could work together. However, prior research indicated that learners who possessed low self-efficacy to demonstrate technological skills including how to effectively use learning system when taking online courses experienced a perception of less competence (Hartnett, 2015), and it could also diminish learner intrinsic motivation (Hartnett, 2016).…”

Section: Environmental Conditionsmentioning

confidence: 99%

“…Some suggestions of how to be successful learners in online education for Thai learners from the study participants include being selfautonomous learner, being good at time management, being self-determined, being selfefficacy, and being independent (e.g. Hartnett, 2016). These preferable learning styles were also found as self-efficacy and reinforcement that were encouraged when taking online courses (Mei, 2005).…”

Section: Cultural Conditionsmentioning

confidence: 99%

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Learner Intrinsic Motivation in Online Social Learning Platforms: A Case Study of Massive Open Online Course (MOOC) in Thailand

Yamo¹

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Learner intrinsic motivation is a critical factor that directly influences meaningful engagement, facilitates academic achievement, promotes individual learning experience, and decreases dropout rates in both online learning contexts and in various higher education settings. Intrinsic motivation is a key psychological aspect that individual learners need to have when participating in online learning activities in order to achieve their learning.Most of the research on massive open online courses (MOOCs) has been largely conducted using developed country MOOCs to examine the experiences of MOOC learners including their motivation to register for MOOCs and to participate in learning activities. However, very little empirical research using developing country MOOCs has been conducted to investigate the same phenomenon. Specifically, qualitative case study research examining learner intrinsic motivation during the MOOC learning activity in the developing country context such as Thailand has been urgently needed.This qualitative case study research is aimed at investigating learner intrinsic motivation in a massive open online course (MOOC) within the context of Thailand as a developing country through the eyes of the learners. Semi-structured interviews were used to collect data and a thematic analysis was used to analyse the data. The findings found that there were three factors of social conditions, environment conditions, and cultural conditions that influenced a perception of competence and autonomy. Social conditions include peers, course facilitators, self-motivation, colleagues, and family members. Environmental conditions include accessibility, learning activities and resources, collaboration tools, learning systems, discussion forum, and feedback. Cultural conditions include Thai learners' traits and seniority.The empirical findings of this research would be of potential contributions to theory and practice by informing MOOC stakeholders in the planning, developing and delivering of high quality of MOOC courses.Cognitive evaluation theory as a sub-theory of self-determination theory was used to examine the social, environmental and cultural conditions. These conditions played a significant role in facilitating or diminishing learner intrinsic motivation in this qualitative case study research.

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The Importance of Motivation in Online Learning

Cited by 125 publications

References 94 publications

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

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

Online Instructional Strategy with Different Goals Orientation on University Students' Higher Order Thinking Skills

Learner Intrinsic Motivation in Online Social Learning Platforms: A Case Study of Massive Open Online Course (MOOC) in Thailand

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