Identifying Factors Influencing Students’ Motivation and Engagement in Online Courses

Gedera, Dilani S. P.; Williams, John; Wright, Noeline

doi:10.1007/978-981-287-230-2_2

Cited by 40 publications

(36 citation statements)

References 8 publications

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“…Teachers should promote peer support with different kinds of cooperation activities such as group work, pair work, and competition games (Carreira, 2012;Munoz, & Ramirez, 2015). Learning from peers with better language proficiency is also regarded as a strong motivation factor (Gedera, Williams, & Write, 2015). Peer-tutoring has a considerable potential in language learning, especially when it involves native speakers in a technology-based mode of instruction (Tolosa, East, & Villers, 2015).…”

Section: Teaching Practices Taking Into Account Factors Depending On mentioning

confidence: 99%

Exploring the Strategies of Raising Motivation among ESL students in a non-English speaking context

Aiusheeva

Guntur

2019

ELS-JISH

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Motivation, undoubtedly, plays a very crucial role in any learning process including second and foreign language learning. Such cruciality positions the maintaining and motivation raising in the integral part of learning and more so in the currently growing and more technologically advanced learning environments. This paper conceptually discussed the motivation raising strategies which have been employed toward English as second language (ESL) learners in two different dimensions, which are those strategies which depend on the role of an ESL teacher (i.e. pedagogical and material selection) and those which do not (i.e. parents, school institutions, media, and gender difference). Despite the existence of other external factors, we argue that teacher plays the decisive role on ESL learners’ motivation. From the critical review and more extended discussion, it is found that teacher’s awareness toward the cruciality of students’ motivation influences the strategies used by the teachers in order to raise motivation. The paper also re-emphasises the urgent needs for a more learner-centred learning as it is believed to have positive impact for learners’ motivation. This paper concludes by highlighting the significant contributions of the insights discussed within this study, especially for ESL teaching practitioners.

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Section: Teaching Practices Taking Into Account Factors Depending On mentioning

confidence: 99%

Exploring the Strategies of Raising Motivation among ESL students in a non-English speaking context

Aiusheeva

Guntur

2019

ELS-JISH

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“…In such a context, this study aims to establish student motivational factors influencing their engagement in CBLE. Although there are several motivational factors, intrinsic and extrinsic factors dominate most of the debate in research (Pintrich & De Groot, 1990;Parajes, 1996;Ramseier, 2001;Gedera et al, 2015;Lackey, 2013).…”

Section: Student Motivational Factors In Cblementioning

confidence: 99%

“…Seki (2014). On the other hand, extrinsic motivation refers to personal external distinguishable behaviours toward a task or activity such as good grades, grading systems, high payment, instructional strategies, learning conditions and educational technologies (Gedera et al, 2015). Wigfield and Eccles (2002) further suggest that hard-work and success such as task choice and persistence are determined motives, expectancies and values for constructivist students.…”

Section: Student Motivational Factors In Cblementioning

confidence: 99%

“…Although motivational factors and engagement learning strategies have been researched in diverse learning contexts (Ryan & Deci, 2000;Bong, 2001;Seki, 2014;Umemoto & Tanaka, 2017), two areas need more attention. First, previous studies on motivational factors have focused on school, subject level, gender and attitude variables toward learning in general (Ramseier, 2001;Gedera, Williams & Wright, 2015;King, 2016). Second, most studies on motivational factors and engagement strategies have only focused on specific education constructs mostly instructional design, technology diffusion and academic outcomes (Thijs & Verkuyten, 2009;Trowler, 2010;Clayton, Blumberg, & Auld, 2010;Lackey, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Students’ motivational factors and engagement strategies in constructivist- based blended learning environments

Machumu¹,

Zhu

Almasi³

2018

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Student motivation to learn is an essential component for the design, development and implementation of technology-mediated learning environments. Engagement learning strategies have been devised to assist students as they learn in a constructivist-based blended learning environment (CBLE). This study investigates the relationship between students’ motivational factors and their engagement learning strategies in a CBLE in Tanzanian Universities. Specifically, the study examines a) student motivational factors to learn, b) gender differences in motivational factors, and c) relates motivational factors with students’ engagement learning strategies. The study is built on theoretical foundations of engagement learning and constructivist-based blended learning. We used a self-report student motivational factors and engagement learning strategies survey (SMFELSs) to obtain data from 1010 undergraduate students from three universities. The results indicate that students are positively motivated to learn in CBLE. Our results also reveal that there is a statistically significant correlation between motivational factors and students’ engagement learning strategies. The results, on the one hand, enhance our understanding of students’ moti- vational factors to learn in a CBLE, and on the other hand expand knowledge on which student engagement learning strategies should be adopted and implemented in the context of challeng- ing learning environments. Furthermore, the results are important for instructional designers, university teachers and curriculum developers. Our study further helps to improve the design of blended learning courses, constructivist learning environment and learning activities concerning students’ motivational factors and engagement learning strategies. Key words: motivational factors, constructivist-based learning, blended learning environment, engagement strategies, learning

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“…The discipline was established in accordance with the adopted concept of modernizing the education process and reorienting its results to applying knowledge based on the competency approach and the credit-module training system. The stable course organization called for the creation of all the necessary conditions for its methodological and technical support, taking into account the experiences related to the specifics of distance learning, choosing not only the required tools and applications [6], but also considering the typical issues that arise caused by the physical absence of the lecturer from the classroom in cases of using both two-way audio and direct messaging [7]. Discipline testing and validation were carried out in the form of organizing an optional distance learning course for students of the Institute of International Relations in the 2013-2014 academic year.…”

Section: Introductionmentioning

confidence: 99%

Adobe connect as a viable tool for educating Russian students by American professors

Tulinov¹,

Myakinina²,

Tworek³

et al. 2017

AIP Conference Proceedings

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Identifying Factors Influencing Students’ Motivation and Engagement in Online Courses

Cited by 40 publications

References 8 publications

Exploring the Strategies of Raising Motivation among ESL students in a non-English speaking context

Exploring the Strategies of Raising Motivation among ESL students in a non-English speaking context

Students’ motivational factors and engagement strategies in constructivist- based blended learning environments

Adobe connect as a viable tool for educating Russian students by American professors

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