Student E-Learning Intrinsic Motivation: A Qualitative Analysis

Abstract

In the age of lifelong learning and increased competition for time, motivation becomes a salient issue. Students need to be more intrinsically motivated in the absence of more formal structure. This is especially true in online learning environments where direct instructor influence is mitigated. Online learning environments typically embrace many choices in ways in which learning material is presented and interaction with students is supported in both individual and collaborative contexts. As such, it is imperative that we better understand the implications of various learning activities and associated technologies on aspects of intrinsic motivation in elearning. In this paper we examine these effects through qualitative analysis of semi-structured interviews with students in an online MBA program. Results encourage use of a pedagogically driven portfolio of learning activities supported by well-selected and integrated audio, video, and data technologies. Extension to use of mobile devices in ubiquitous e-learning contexts is explored.

Understanding cloud-based VLE from the SDT and CET perspectives: Development and validation of a measurement instrument

“…Nevertheless, we were able to locate some relevant instruments that measure the acceptance of other web-based learning platforms like Moodle, Blackboard, e-LMS, WBLS and etc. Even though there have been studies on grid-based online or e-learning that used SDT from the students' perspective (Hartnett et al, 2011;Shroff & Vogel, 2009;Shroff et al 2008Shroff et al , 2007Xie et al 2006), however there are hardly any of the grid-based VLE related studies which have examined the effects of SDT and CET on the acceptance and instructional effectiveness of the VLE especially from the viewpoint of the K12 teachers or instructors. All of The degree of the desire to feel effective in attaining valued outcomes.…”

The Effectiveness of E‐Learning Systems: A Review of the Empirical Literature on Learner Control

“…Disorientation and distraction, for example, can result from the freedom and flexible instructional design that are part of learner‐controlled e‐learning. Both can occur when users perceive themselves as having too many choices that require a “perceived unnecessary effort” (Shroff et al., , p. 253). In such cases, the necessity to control the e‐learning system may cause “difficulties in information selection, information sequencing, and pacing,” which lead to cognitive overload (Scheiter & Gerjets, , p. 291).…”

“…Similarly, universities have begun offering online courses which are accessible worldwide (Allen & Seaman, ). At the same time, new advances in e‐learning technologies, such as virtual and asynchronous self‐paced approaches, have increased learners’ autonomy and self‐control (DeRouin et al., ; Sahay, ; Shroff, Vogel, Coombes, & Lee, ). In this context, learner control refers to leaners’ freedom of choice, self‐governance, and independence, and is reflected in their sense of autonomy concerning the “use and effects of technology” (Sahay, , p. 294).…”

A framework of students' reasons for using CMC media in learning contexts: A structural approach

“…These factors include the rapid evolution of CMC media over the last decade, the significant number of students becoming extensive users of information and communication technology (ICT) (Horrigan, 2007), and the vast opportunities that students may have with various CMC media to enhance their learning (Jones et al, 2010; Liaw et al, 2007; Tao, 2008). Such an examination could help us maintain and enhance students' interests toward learning through technologies (Tao, 2008) and ensure the successful implementation of those technologies (Kuehn, 1994; Shroff, Vogel, Coombes, & Lee, 2007). However, this growing interest in CMC use has not yet been matched by sufficient attention to identifying a systematic framework describing students' reasons for using (and thus also not using) these technologies in their learning contexts (Guo, Tan, & Cheung, 2010; Tao, 2008).…”