Psychological Variables of Estimating Distance Learners' Motivation

Abstract

The correlation between distance education motivation levels of students and their online experiences and satisfaction is studied in this paper; and the reasons of their satisfaction and dissatisfaction according to their motivation levels are described. In this study, 183 students, who were taking English and Turkish courses at Ankara University between 2013-2014 academic year through distance education participated. The study which was designed in the form of sequential mixed method research design, "Motivation and Learning Strategies Inventory" and "Online Student Satisfaction Scale" were utilized to collect data and structured interview forms that were developed by the researchers and they were also used to determine students' online learning experiences and their satisfaction levels about distance education. Three motivation levels as low-medium-level-high were identified by clustering analysis. Logistic regression analysis was performed to evaluate motivation levels and satisfaction data and content analysis was applied to evaluate the reasons behind their satisfaction. A significant correlation was found between the students' motivation levels and their online learning experiences and satisfaction. When it comes to the reasons of their satisfaction and dissatisfaction, the students who have low and medium-level motivation levels said that their dissatisfaction was due to lack of interaction and negative perceptions and their dependence on conventional education. On the other hand, the students who have high motivation stated that their satisfaction was because it is free from time and space, suitable for reviews, provides effective learning and meets the requirements of this age. The students who were not satisfied in three different motivation levels mentioned the problems of internet access and lack of synchronization between the picture and the sound in the videos.

Online Teaching Experiences of ELT Instructors

“…In the literature, there are many studies which investigated student experiences in online education (Sriwichai, 2020;Chen, Dobinson & Kent, 2020;Trespalacios and Uribe-Florez, 2020;Zhao and Mei, 2016;Cakir, Karademir & Erdogdu 2018). However, the number of studies that looked into the pedagogical issues from the teachers' perspective is scarce.…”

Determinants of the Effectiveness of Online Learning among University Students during Covid-19 Crisis

“…They also agreed that one of the reasons why their motivation level is low because of lack of interaction and negative perceptions and their dependence on conventional education. Cakir et al (2018) found that students with high motivation are most likely to stay in the program as Harandi (2015) prove that indeed there is significant relationship between students completing a course with motivation. In a research that was conducted by Han and Hiver (2018), has mentioned that the learners lost their motivation during the learning of the pandemic period (Covid-19 pandemic) and especially in the skill of writing in English Language.…”

The Influence of Online Learning on Academic Performance and Students’ Satisfaction

“…Umek, Aristovnik, Tomaževic, & Keržic (2015) reveal a positive correlation between the proportion of the course implemented in the Moodle elearning platform and students' performance on one hand and their satisfaction on the other; and Wei, & Chou (2020) indicated that students' computer or internet self-efficacy and motivation for learning exerted a direct, positive effect on their online discussion score and course satisfaction. Increasing student interaction, and orientation of students to an online learning environment, have been important components to enhance a sense of community in online learning and improve student satisfaction (Brown, Schroeder, & Eaton, 2016;Boz, & Adnan, 2017).Online learning influence student satisfaction and perceived learning (Gray, & DiLoreto, 2016;Ashford, 2014); meanwhile, Cakir, Karademir, & Erdogdu (2018) found a significant correlation between the students' motivation levels and their online learning experiences and satisfaction.…”