Motivation to Learn and Course Outcomes: The Impact of Delivery Mode, Learning Goal Orientation, and Perceived Barriers and Enablers

Klein, Howard J.; Noe, Raymond A.; Wang, Chongwei

doi:10.1111/j.1744-6570.2006.00050.x

Cited by 328 publications

(291 citation statements)

References 83 publications

(124 reference statements)

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“…The usability of the learning management system is important as are its applications such as interactive video, bulletin boards, chat rooms, e-mail, instant messaging, and document sharing systems [2], [3].…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Online Learning in an Australian University: Malaysian Students’ Perspective – Support for Learning

Chew¹

2015

IJIET

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Abstract-Several researchers have reported that cultural and language differences can affect online interactions and communications between students from different cultural backgrounds. Other researchers have asserted that online learning is a tool that can improve teaching and learning skills, but its effectiveness depends on how the tool is used. To delve into these aspects further, this study set out to investigate the kinds of learning difficulties encountered by the international Asian students, in particular Malaysian students and how they actually coped with online learning. The modified Online Learning Environment Survey (OLES) instrument was used to collect data from the sample of 76 students at a university in Brisbane. A smaller group of 35 Australian students was also included for comparison purposes. Contrary to assumptions from previous research, the findings revealed that there were only few differences between the international Asian students from Malaysia and Australian students with regards to their perceptions of online learning. Recommendations based on the findings of this research study were made for Australian universities where Asian international students from Malaysia study online. Specifically the recommendations highlighted the importance of upskilling of lecturers' ability to structure their teaching online and to apply strong theoretical underpinnings when designing learning activities such as discussion forums, and for the university to establish a degree of consistency with regards to how content is located and displayed in a learning management system like Blackboard.Index Terms-Asian international students, online learning, online learning environments, online learning environment survey (OLES), Net Gen, support for learning.

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Section: Introductionmentioning

confidence: 99%

Perceptions of Online Learning in an Australian University: Malaysian Students’ Perspective – Support for Learning

Chew¹

2015

IJIET

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“…This measure can, on the one hand, be considered as a subjective measure of perceived learning success in accordance with Alavi (1994), which is a meta-cognitive measure of learning outcomes. On the other hand, when considering objective measures, learning success General attitudes toward TML (Arbaugh, 2001), computer experience (Arbaugh, 2013), self-efficacy (Lim et al, 2007;Eom, 2015;Eom et al, 2006), learning styles (Ozkan and Koseler, 2009), and learning motivation (Klein et al, 2006) influence learning outcomes positively How do individual differences that determine predisposition quality influence the relationship between provided structural potentials, the learning process, and learning outcomes?…”

Section: Identification Of Facets Of Core Constructs In the Context Omentioning

confidence: 99%

Process is King: Evaluating the Performance of Technology-mediated Learning in Vocational Software Training

Söllner

Bitzer

Janson

et al. 2018

Journal of Information Technology

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Technology-mediated learning (TML) is a major trend in education, since it allows to integrate the strengths of traditional-and IT-based learning activities. However, TML providers still struggle in identifying areas for improvement in their TML offerings. One reason for their struggles is inconsistencies in the literature regarding drivers of TML performance. Prior research suggests that these inconsistencies in TML literature might stem from neglecting the importance of considering the process perspective in addition to the input and outcome perspectives. This gap needs to be addressed to better understand the different drivers of the performance of TML scenarios. Filling this gap would further support TML providers with more precise guidance on how to (re-)design their offerings toward their customers' needs. To achieve our goal, we combine qualitative and quantitative methods to develop and evaluate a holistic model for assessing TML performance. In particular, we consolidate the body of literature, followed by a focus group workshop and a Q-sorting exercise with TML practitioners, and an empirical pre-study to develop and initially test our research model. Afterward, we collect data from 161 participants of TML vocational software trainings and evaluate our holistic model for assessing TML performance. The results provide empirical evidence for the importance of the TML process quality dimension as suggested in prior literature and highlighted by our TML practitioners. Our main theoretical as well as practical contribution is a holistic model that provides comprehensive insights into which constructs and facets shape the performance of TML in vocational software trainings.

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“…First, designing instruction around authentic task scenarios increases student motivation to think and explore (Bao, 2007;Bransford, 1993;Bransford, Brown, & Cocking, 2000;Bridges & Hallinger, 1995;Carroll, 2000;Klein, Noe, & Wang, 2006;Sockalingam, & Schmidt, 2011;Skinner & Belmont, 1993). Second, student engagement has been found to increase when effort is directed towards tasks that are aligned towards students' own personal and professional goals (Edgerton, 2001;Kember, 2000;Klein et al, 2006;Prawat, 1989;Smith et al, 2005;Watkins, 2000).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Overcoming the Walmart Syndrome: Adapting Problem-based Management Education in East Asia

Hallinger¹,

Lu²

2012

Interdisciplinary Journal of Problem-Based Learning

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This paper explores design issues to be considered in adapting the problem-based learning (PBL) for use in the context of East Asian higher education and tests its instructional effectiveness in a Master of Management degree program at a graduate school of business (GSB) in Thailand. The research analyzes course evaluation data obtained from 20,988 student reports over a seven-year period to assess the impact of a locally developed PBL curriculum on student perceptions of course effectiveness and engagement in learning. Results of growth modeling found that courses offered in the PBL curricular track achieved ratings that were significantly higher than ratings achieved in non-PBL Core Courses. We conclude that PBL was employed successfully in an East Asian context noted for its reliance on traditional educational approaches, but we note the importance of adaptations both for curriculum design and instructional delivery.

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Motivation to Learn and Course Outcomes: The Impact of Delivery Mode, Learning Goal Orientation, and Perceived Barriers and Enablers

Cited by 328 publications

References 83 publications

Perceptions of Online Learning in an Australian University: Malaysian Students’ Perspective – Support for Learning

Perceptions of Online Learning in an Australian University: Malaysian Students’ Perspective – Support for Learning

Process is King: Evaluating the Performance of Technology-mediated Learning in Vocational Software Training

Overcoming the Walmart Syndrome: Adapting Problem-based Management Education in East Asia

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