Investigating the relations between motivation, tool use, participation, and performance in an e-learning course using web-videoconferencing

Abstract

Web-videoconference systems offer several tools (like chat, audio, and webcam) that vary in the amount and type of information learners can share with each other and the teacher. It has been proposed that tools fostering more direct social interaction and feedback amongst learners and teachers would foster higher levels of engagement. If so, one would expect that the richer the tools used, the higher the levels of learner engagement. However, the actual use of tools and contributions to interactions in the learning situation may relate to students' motivation. Therefore, we investigated the relationship between available tools used, student motivation, participation, and performance on a final exam in an online course in economics (N = 110). In line with our assumptions, we found some support for the expected association between autonomous motivation and participation in web-videoconferences as well as between autonomous motivation and the grade on the final exam. Students' tool use and participation were significantly correlated with each other and with exam scores, but participation appeared to be a stronger predictor of the final exam score than tool use. This study adds to the knowledge base needed to develop guidelines on how synchronous communication in e-learning can be used.

Students’ Motivation for Learning in Virtual Learning Environments

“…In the light of these results, and taking into account the points presented by Reis (2009) in relation to the challenges characteristic of online education, the score which the students presented, through selecting options from the scale which expressed autonomous motivational behaviors for the putting into effect of learning mediated by the use of VLEs, is judged to be significant. It is emphasized that similar conclusions were found by Giesbers et al (2013) and Xie et al (2011), which also investigated students' motivation for learning in online educational conditions.…”

“…The theoretical assumptions of self-determination theory have also supported studies undertaken by Giesbers et al (2013) and Xie et al (2011). These researchers investigated the relationship between the students' motivation for learning and the specific use of a specified interactive tool which is found in the majority of VLEs.…”

“…Some studies have analyzed the results obtained in their investigations in the light of self-determination theory. This occurrence may be observed in the studies undertaken by Chen and Jang (2010), Fiuza et al (2013), Giesbers, Rienties, Tempelaar and Gijselaers (2013), Hartnett et al (2011), Sørebø, Halvari, Gulli andKristiansen (2009) and Xie, Durrington and Yen (2011).…”

“…It is considered relevant also to emphasize the studies undertaken by Giesbers et al (2013), Sørebø et al (2009) and Xie et al (2011), which present relevant results for the psychoeducational area. Sørebø et al (2009) directed their investigation towards the motivation of teachers, and based their studies in self-determination theory and in the theory of information systems continuance (IS -continuance), proposed by Bhattacherjee (2001).…”

“…Regarding the study undertaken by Giesbers et al (2013), the investigations undertaken sought to analyze the relationship between the use of web conferencing and the variables of motivation, participation and academic performance in the final examinations of an online course. A total of 110 students of economics participated, with a mean age of 19 years old, of whom 39% were female.…”