Factors Affecting Lecturers Motivation in Using Online Teaching Tools

Abstract

Motivation is the drive to will and desire to succeed or achieve something. Motivation in this treatment refers to when the lecturers feel the motivation in using online teaching tools in the classroom. Self-motivation of lecturers to change their teaching styles or methods is one of the problems stated by few researchers. The objective of this paper is to identify the factors that motivate lecturers to use online teaching tools, such as Web 2.0 tools. There are a variety of online teaching tools available to the lecturers. The popular tools are online whiteboard, WordPress, YouTube, Facebook, Edmodo and others. There are not many lecturers who apply the Internet as an alternative to provide access to information that can help to enhance teaching and learning materials. An evaluation of the lecturer's motivation had been completed by 30 lecturers from different subject matter experts. The instruments used were interview sessions and classroom observation, which were used to measure four motivation variables: ease of use, enjoyment, usefulness and self-confidence, based on the ARCS Motivation model. Based on the findings, factors that can affect lecturers' motivation in using online teaching tools are knowledge, perceptions and skills.

Covid-19 Outbreak and New Normal Teaching in Higher Education: Empirical Resolve from Islamic Universities in Indonesia

“…First, create an alternative teaching plan; This online teaching will be dependent on the internet online system which needs a huge and visibility computer hardware and software, we need to serve the platform that we are going to use which is tangible and easy to operate for students. Mohamad et al (2015) mentioned that making easiness for students is one of the factors affecting lecturer's motivation to students in using online teaching tools. The internet connection and access are the majority consideration that should be overcome.…”

Motivational Factors Underlying the Use of Online Learning System in Higher Education: An Analysis of Measurement Model

“…Intrinsic motivation is presented when lecturers and students actively seek and participate in activities without having to be valued by the materials or activities outside the teaching assignment. Extrinsic motivation refers to motivation that comes from outside the individual (Mohamad et al, 2015).…”

“…Research on online learning motivation with various topics, problems and methods has been conducted. Online learning motivation has been examined using the social cognitive theory (SCT) and attention-relevanceconfidence-satisfaction (ARCS) integration model (Taha & Thang, 2014); self-regulated learning (SRL) and self-determination theory (SDT) integration models (Lin et al, 2017); motivation-opportunity-ability (MOA) and SDT (Lai et al, 2018); a single ARCS model (Mohamad et al, 2015); integrated models of ARCS and McLelland's theory of needs (Jokelova, 2013); a unique SDT model (Vanslambrouck et al, 2018;Zainuddin, 2018;Sergis, Sampson, & Pelliccione, 2018a;Jacobi, 2018). This research integrated three motivational models, namely ARCS, McLelland's theory of needs and Self-Determination Theory (SDT).…”

A Conceptual Approach of Building Web Based Learning Tool

“…From other side the educational process integrates a broad set of ICT [6]- [14][25] [28]- [30], but when this process lacks attributes and teacher's technology tools, adequate to student's perceptions, could be difficult high quality of the educational process to be achieved.…”