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Online Courses The Real Challenge Is "Motivation"
Abstract
Among the academic disciplines, business has led the way in offering Internet courses to its students. While online classes give students more opportunity and flexibility to integrate courses into their daily schedules, many concerns have developed from this form of distance education. Research on distance education indicates that the keys to effective online versus traditional classes includes the development of new teaching methods, frequent and timely interaction through e-mail, weekly discussion boards, the use of collaborative student groups, and an appreciation for students with multiple backgrounds and experiences. All of these "keys" are practical; however, when you consider the old adage "you can take a horse to the water, but you can't make him drink," the researcher believes that intrinsic motivation can play a key role in online student success. This research paper was designed to 1) exam literature related to online courses, 2) discuss some indicators that support the notion that intrinsic motivation is attributable to student success; and 3) provide some strategies that may be used to increase intrinsic motivation in online courses.
... Lastly, possible solutions to one of the major issues concerning online courses were identified from the current study: the issue of completion and success in online course. Studies have shown that students' intrinsic motivation is the key to their success in online classes [17]. One strategy to increase intrinsic motivation is to allow students to express themselves on student homepage and find connections with other students [17]. ...
... Studies have shown that students' intrinsic motivation is the key to their success in online classes [17]. One strategy to increase intrinsic motivation is to allow students to express themselves on student homepage and find connections with other students [17]. A study evaluating an educational use of Second Life™, a 3-D shared virtual world simulation game that allows a robust mechanism for self-expression and personalization (in the form of avatar), found that it has a positive impact on students' satisfaction and interaction in an online course [18]. ...
With the rapidly changing course of medical education and ever-increasing time restrictions on basic biomedical science instruction, most educators have one question in common—what is the most relevant information for the next generation of physicians? The Liaison Committee for Medical Education (LCME) and the Commission on Osteopathic College Accreditation (COCA) support a list of learning objectives for medical students defined by faculty prior to any educational activities, regardless of pedagogy. The question remains—what ensures competency for medical students in a given subject area upon completion of the course? To accomplish the task to ensure competency in human clinical embryology, a 6-month interactive online collaboration was formed. The outcome is a set of competencies in human embryology that should be required of all medical students, with the goals and learning objectives required to achieve these competencies.
... Because this internalization is easier, learners perceive themselves to have a greater subject matter competence. A direct benefit of the increased confidence is the intensified enjoyment of the subject matter (Bennett & Monds, 2008). These motiva- tional indicators (Bennett & Monds, 2008) propel learners to want to do the work, which, in turn, leads to the increase in "intrinsic motivation" (Evans, Hartman, & Anderson, 2013: p. 48). ...
... A direct benefit of the increased confidence is the intensified enjoyment of the subject matter (Bennett & Monds, 2008). These motiva- tional indicators (Bennett & Monds, 2008) propel learners to want to do the work, which, in turn, leads to the increase in "intrinsic motivation" (Evans, Hartman, & Anderson, 2013: p. 48). When educators look at online learning through an andragogic lens, it is easy to see that a tight connection exists between "motivation and learning" (Savicevic, 2008: p. 364). ...
... A sense of empowerment is key to motivation towards online learning (Chametzky, 2014;Savicevic, 2008) given the geographic and temporal flexibility to study the content. Additionally, connecting learners' prior experience to new knowledge amplifies the sense of satisfaction (Bennett & Monds, 2008). Moore's (1993Moore's ( , 2013 theory of transactional distance has been profound in shaping the practice of online learning. ...
... For Marlowe (2012), lower levels of stress, and for Sahin, Cavlazoglu, and Zeytuncu (2015), interactive teaching and peer feedback were primaries. This study adds to the inchoate line of inquiry that calls for motivation-technology infusion into instructional designs to help learners maintain their interest in learning activities after they become accustomed to ICT features over time or come across motivational challenges and boredom (Bennett & Monds, 2008;Karabatak & Polat, 2020;Keller & Suzuki, 2004). ...
The Attention, Relevance, Confidence, and Satisfaction (ARCS) model provides a basis for integrating motivational dynamics and technological affordances into the design and implementation of instructions to maintain learner motivation and interest. Little attention has been paid to this potential in teaching the complex and often demotivating skill of second/ foreign-language (L2) writing. This study examined synergistic effects of ARCS-flipped teaching on Iranian English-as-a-foreign-language (EFL) learners' expository-writing performance and motivation. Participants were 59 EFL learners in two intact classes who were assigned to two groups. In the experimental group, the ARCS model was integrated into the flipped writing course. Hybrid Edmodo plus face-to-face learning spaces were used to implement ARCS strategies alongside the instruction. In the control setting, the model was implemented in the face-to-face writing course. A data-triangulation approach, comprising writing tasks, the Course Interest Survey, and semi-structured interviews was adopted. ANCOVA results showed that the ARCS-flipped group outperformed the face-to-face group in their writing performance. Furthermore, the motivational-technological synergy led to more increased learner motivation. Learners' retrospective perceptions revealed that the flipped features of flexibility, learner-centeredness, relaxed environment, interactivity seam-lessness, and collaboration appealed to the learners' varied time-space preferences, which, in turn, stimulated their motivation , learning engagement, and writing performance.
... For Marlowe (2012), lower levels of stress, and for Sahin, Cavlazoglu, and Zeytuncu (2015), interactive teaching and peer feedback were primaries. This study adds to the inchoate line of inquiry that calls for motivation-technology infusion into instructional designs to help learners maintain their interest in learning activities after they become accustomed to ICT features over time or come across motivational challenges and boredom (Bennett & Monds, 2008;Karabatak & Polat, 2020;Keller & Suzuki, 2004). ...
The Attention, Relevance, Confidence, and Satisfaction (ARCS) model provides a basis for integrating motivational dynamics and technological affordances into the design and implementation of instructions to maintain learner motivation and interest. Little attention has been paid to this potential in teaching the complex and often demotivating skill of second/foreign-language (L2) writing. This study examined synergistic effects of ARCS-flipped teaching on Iranian English-as-a-foreign-language (EFL) learners’ expository-writing performance and motivation. Participants were 59 EFL learners in two intact classes who were assigned to two groups. In the experimental group, the ARCS model was integrated into the flipped writing course. Hybrid Edmodo plus face-to-face learning spaces were used to implement ARCS strategies alongside the instruction. In the control setting, the model was implemented in the face-to-face writing course. A data-triangulation approach, comprising writing tasks, the Course Interest Survey, and semi-structured interviews was adopted. ANCOVA results showed that the ARCS-flipped group outperformed the face-to-face group in their writing performance. Furthermore, the motivational-technological synergy led to more increased learner motivation. Learners’ retrospective perceptions revealed that the flipped features of flexibility, learner-centeredness, relaxed environment, interactivity seamlessness, and collaboration appealed to the learners’ varied time-space preferences, which, in turn, stimulated their motivation, learning engagement, and writing performance.
... Family members, peers, and fellow students are the most influential psychological factors. Bennett & Monds (2008) and Gorsky & Blau (2009), examine that Communication and social support were discovered to be the most important factors in online teaching, with the vigorous delivery of the teacher plays a key role. Business schools have been identified as the forerunners in launching online courses that provide students with more integrated and flexible learning opportunities. ...
Institutional support and quality education are linked in a significant way. During Covid-19, institutional support is critical to closing the huge academic gap that has emerged as physical academic practices have been moved to a virtual education system using technology. This research aims to assess institutional support for online education in Bangladesh during the Covid-19 pandemic. This analysis is focused on the three main elements of the Adapted Model of Institutional Support (AMIS) of Bond et al, 2007, and the Institutional Support Model (ISM) of Valverde and Rodriguez, 2002, namely Financial Support (FS), Technical Support (TS), and Mentoring Support (MS). According to the findings, a few universities in Bangladesh have provided average support for continuing online education, while others have just started taking online classes. Several problems have been discovered, such as the lack of dedicated software for conducting online academic activities, lack of training and grooming, lack of mentoring, poor internet access, lack of smartphones, high internet package rates, and so on. This study concludes with some policy recommendations for a smooth online education system in Bangladesh.
... The motivation values of the experimental group were higher than in the control group in an intergroup comparison, which is in line with the findings of studies in related literature (Chiou et al. 2020;Nikitova et al. 2020). This finding can be considered particularly significant when the difficulties in ensuring student motivation in online education systems are taken into account (Bennett and Monds 2008). According to ARCS motivation theory, increasing student motivation requires efficient preliminary preparation and curriculum design, for which the careful preparation of each week of the syllabus can be considered effective. ...
The present study investigates the effect of the Flipped Classroom (FC) model on the academic achievement and motivation levels of preservice teachers enrolled on the Teaching Principles and Methods (TPM) course, which is a higher education-level knowledge course in the teaching profession. A quasi-experimental design was adopted for the study, and the opinions of the participants of the course were taken at the end of the implementation process. The experimental group took the 14-week TPM course based on a FC model, while no intervention was made in the control group, which completed the process based on the current curriculum. In the experimental group, an interactive and controlled online learning environment was used to access the FC videos. Based on the findings of the study, it was found that the academic achievement and motivation levels of the preservice teachers in the experimental group were significantly higher than those in the control group. The preservice teachers expressed that the FC model provided them with the opportunity to put their knowledge into practice, while also improving their teaching skills and ensuring their active participation in the lesson. Their criticisms of the model, on the other hand, related mostly to the technical problems they encountered.
... Business schools found to be the pioneers in initiating online courses with better integrated and flexible opportunities to the students. Continuous interaction is necessary for the effective online teaching which may take place in variety of ways from e-mail to student's group collaboration (Bennett & Monds, 2008). A research on Montana State University identified that interaction between teacher & students, mutual students' cooperation, active learning and time on task are very influential factors for smooth and effective online learning (Bangert, 2006). ...
The study intends to present the key challenges in attending the online classes faced by the students. Challenges have been categorized by different aspects. In conducting the study primary data have been collected by using a well-tailored online questionnaire. Total 508 responded to the online survey where snowball sampling technique was adopted. SPSS software and simple cross-tabulation were used to analyze the collected data. The study found that although highest percentage of students are attending the online class from metropolitan city or divisional city, 30.7% are attending from village area which is a dominating portion of the students. 68.9% respondents are using mobile data which is not cost effective for them. The study also resulted that network and facility related challenges, student-teacher interaction related challenges and personal & socio-psychological challenges are the prioritized challenges complained by the students. Considering the results the study recommended some suggestions that might help for the policymakers to eliminate the challenges of online classes in the future. Regulatory bodies like UGC, government, individual universities and other concerned authorities have many roles to play.
... The fact that some PTs reported that the online environment was more effective in this sense than face-to-face education indicates that courses can be conducted online, both during the pandemic and beyond, including computer-aided mathematics courses with a similar content. While both engagement (Cakir, 2013) and motivation (Bennett & Monds, 2008) have been regarded as substantial challenges in online learning, with the qualitative results of this study in mind, it can be claimed that the intervention effectively decreased these challenges. Namely, according to the participants, their engagement and motivation were supported through the opportunity to learn at their own pace, with enough time to unpack their geometric thinking about the tasks and share with their peers in the online discussion. ...
This article aims to examine the impact of an online learning environment enriched with computer activities on geometry achievement and geometric habits of mind (GHoM). The study includes reflections from an online application of a one-term computer-aided mathematics teaching course in which the participants were preservice teachers (PTs) enrolled in a faculty of education. A test was used to measure all participating PTs’ learning outcome and determine their GHoM. In addition, clinical interviews were administered before and after the intervention to examine the opinions of the PTs regarding the online learning environment. The results revealed that the design provided for positive development in terms of both geometry achievement and GHoM. However, the impact was found to be very limited for some components of GHoM. The article presents a discussion of the effective aspects of the intervention.
... Online courses are increasingly popular in higher education, with over 3 million students nationwide having participated in at least one online course (Bennett and Monds, 2008;Green and Wagner, 2011). Growing access to online learning holds promise for Science, Technology, Engineering, and Mathematics (STEM) education, as online math and science courses augment both the number and diversity of students entering into STEM majors (Drew et al., 2015). ...
Although online courses are becoming increasingly popular in higher education, evidence is inconclusive regarding whether online students are likely to be as academically successful and motivated as students in face-to-face courses. In this study, we documented online and face-to-face students’ academic motivation and outcomes in community college mathematics courses, and whether differences might vary based on student characteristics (i.e., gender, underrepresented ethnic/racial minority status, first-generation college status, and adult learner status). Over 2,400 developmental mathematics students reported on their math motivation at the beginning (Week 1) and middle (Weeks 3, 5) of the semester. Findings indicated that online students received lower grades and were less likely to pass from their courses than face-to-face students, with online adult learners receiving particularly low final course grades and pass rates. In contrast, online and face-to-face students did not differ on incoming motivation, with subgroup analyses suggesting largely similar patterns of motivation across student groups. Together, findings suggest that online and face-to-face students may differ overall in academic outcomes but not in their motivation or differentially based on student characteristics. Small but significant differences on academic outcomes across modalities (Cohen’s ds = 0.17–0.28) have implications for community college students’ success in online learning environments, particularly for adult learners who are most likely to be faced with competing demands.
... This result of the study establishes a significant difference in motivation for students in the flipped classroom model. Because one of the most significant problems in distance education systems is the motivation of learners (Bennett and Monds 2008;Bilgiç and Tüzün 2015;Bonk 2001;Karabatak and Turhan 2017). The results from both this study and the literature showed that students could be more motivated in the face-to-face training process. ...
This study aimed to determine the effects of the traditional classroom model, distance education model and flipped classroom model designed according to ARCS (attention, relevance, confidence and satisfaction) motivation strategies on motivation and academic achievement levels. For this purpose, the study was conducted by using an experimental pretest-posttest control group design. Purposive sampling was used to determine the participants. Frequency, percentage, mean, dependent groups t-test and ANOVA test were utilized for data analysis. The results indicated that the academic achievement levels of the students in the flipped classroom model using ARCS motivation strategies were significantly higher than those of the students in the distance education classroom model and the traditional classroom model. In addition, the training process did not lead to a significant change in the motivation of the students in the traditional classroom model and distance education classroom model, but did lead to a significant change in the motivation of the students in the flipped classroom model. In response to the results of the study, various suggestions were made.
... Garrison ( in Hartnett, George & Dron,2011: 21) "views online learners as independent, self-directed, and intrinsically motivated". The common criticism of MOOCs is the high dropout rate (Hew & Cheung, 2014;El-Hmoudova, 2014;Bennett & Monds, 2011;Huang & Hew,2010 ). Comparing to traditional education, most people who signed up for MOOCs, do not complete them (Zhong , 2016;El-Hmoudova, 2014). ...
When designing MOOCs, learner motivation cannot be treated as a minor issue but as a major issue to guarantee the success and encouragement for completing these online courses. The question under study is to explore the motivation of Arabic learners in language online courses in light of the self-determination theory. The research sample consisted of 106 students from different Arabic countries. This chapter employed the quantitative research approach and administered academic motivation scale (AMS) among MOOC learners to assess their academic motivation. Findings showed that majority of participants were extrinsically motivated while others were intrinsically motivated.
... The development of self-efficacy is related to socialization outcomes that play significant role towards active social engagement in blended learning. These outcomes include self-esteem, academic achievement (Caprara et al., 2008), pro social behavior and the relationship between self-regulatory efficacy and perception of the e- Learning environment (Lee & Lee, 2008Page139 reflect behavior related to higher motivation show better academic progress than their peers (Jones, 2009) as motivation is the most important driver to student success (Bennett & Monds, 2008). Usually, Academic underachievement is associated with lower levels of intrinsic motivation|(Gottfried, 1985; Kohn, 1993; Dev;), it is important not to overlook extrinsic motivation because both modes of motivation coexist can increase intrinsic motivation. ...
This Research in progress presents a gap in the current literature and a project which will
explore the adaptation of undergraduate students to blended learning environments within
tertiary education in the UAE. Blended learning environments are becoming increasingly
common in global higher education and this trend has spread to the UAE. This study will focus
on students who have been exposed to a highly traditional school education and examine
individual, social and cultural factors that influence the adaptation to a novel blended learning
environment.
link : http://apiar.org.au/wp-content/uploads/2015/10/APCCR_BRR755_EDU.pdf
... Мотивация оказывается критически важным элементом в обучении и становв лении саморегуляции, в постановке цее лей и тайммменеджменте, особенно важж ных в онлайннобучении, где преподаваа тели и студенты отдалены друг от друга, и первому очень важно демонстрировать открытость в общении и поддерживать активность студентов. Онлайннсреда как система менеджмента (LMS) в обучении дает студентам возможность создавать страницы, включающие фотографии и основную информацию о себе, что форр мирует чувство принадлежности к классу [11]. Студентам могут быть предоставлее ны электронные адреса и чаты, поддерр живающие общение между студентами. ...
Distance higher education has been growing rapidly all over the world and the importance of understanding psycho-pedagogical issues of learners studying in distance education has been growing too. In this article an attempt has been made to investigate the current researches on components of individual differences like self-actualization, self-regulation, locus of control, and motivation and their influence in distance education setting. Current review of the literature indicates that physical and psychological separation of learners and teachers initiate various psycho-pedagogical issues and special attention must be given to accommodate this in content developments, pedagogical and instructional design of distance education. Moreover, distance education enhances self-regulation skills, accommodates different cognitive/learning styles, increases self-efficacy and develops internality (internal locus of control), raises intrinsic motivation, promotes learner autonomy, supports personality development, and helps to realize one’s potential and become more self-actualized person.
... Among many factors attributable to online course dropout, the lack of self-regulatory skills is one area of focus (Lee, Choi, & Kim, 2013). Successful completion of online learning largely depends on maintaining active engagement in the course activities (Bennett & Monds, 2008) and requires strong self-regulatory skills and increased autonomy (Lee & Choi, 2011;Muilenburg & Berge, 2005;Song et al., 2004). This paper examines the construct of engagement and motivation to inform the design and facilitation of autonomy supportive online learning environments. ...
Despite the rapid growth of online learning in higher education, the dropout rates for online courses has reached 50 percent. Lack of student engagement rank as a critical reason for frequent online course dropout. This article discusses autonomy support as a strategy to enhance online students’ intrinsic motivation and engagement. Drawing from current theories and research, three guidelines are offered to provide choices, rationale behind why assignments are designed in particular ways, and flexibility in completing more personally meaningful assignments. Each guideline is accompanied with examples from existing higher education courses. This article is intended for educators and designers of online learning to employ autonomy support strategies to engage students in active participation and successful completion of the course. © Association for Educational Communications and Technology 2015.
... More than 93% of higher education programs in a recent Sloan Consortium survey expected their online enrollments to increase substantially between 2011 and 2013 (Green & Wagner, 2011). In another example, around 3 million students in the United States have participated in approximately 120,000 different online courses (Bennett & Monds, 2008;Brinkerhoff & Koroghlanian, 2007;Green & Wagner, 2011). Among them, nearly 92% of students taking graduate-level courses are adult learners (National Center for Education Statistics, 2011). ...
As the number of online degree programs continues to grow among higher education institutions in the United States, engaging online adult learners to online degree programs is getting more difficult than before. Therefore, this study, situated in a land grant university, investigated the motivational factors that contribute to adult learners’ engagement with online graduate degree programs. Based on 190 sets of survey responses, this quantitative study identified four significant motivational factors (intrinsic motivation, short-term extrinsic motivation, long-term extrinsic motivation, and technological willingness) that contributed to their selection of online programs. Gender differences were found to be influential in intrinsic motivation while age differences could affect learners’ short- and long-term extrinsic motivations. Discussions further focused on the implications of the findings in engaging online adult learners in order to sustain online degree programs in higher education.
... For example, online learning environments such as Blackboard provide opportunities for student interaction. Professors can create chat rooms, group discussion boards, or ask students to create home pages that include introductions, photographs, and other information (Bennett and Monds 2008). ...
Online graduate education programs are expanding rapidly. Many of these programs require a statistics course, resulting in an increasing need for online statistics courses. The study reported here grew from experiences teaching online, graduate statistics courses. In seeking answers on how to improve this class, I discovered that research has yet to explore teaching and learning in online statistics courses. The purpose of the study was to ameliorate this gap in the literature by examining the influence of self-regulation, intrinsic motivation, and statistics anxiety on passive procrastination. The set of independent variables explained nearly thirty percent of the variance.
... Particularly in online courses in which there is physical distance between the instructor and students, it is important for instructors to find ways to demonstrate an openness to communication from students and to encourage student participation. Online environments such as Blackboard make it simple to create student home pages that include photographs and personal introductions that can create a sense of belonging to a class (Bennett & Monds, 2008). Email addresses and ungraded chat rooms can be provided for students and thereby encourage communication among class members. ...
Enrollments in online courses at universities in the United States have grown substantially faster than enrollments in traditional courses over the past several years. For example, in 2008, there was a 12.9% increase in students taking at least one online course over the previous year. That growth greatly exceeds the increase of 1.2% in the overall higher education population during the same time period (Allen & Seaman, 2008). With this rapid growth come concerns about how best to support student learning in this segment of the university population. Interest in the roll student self-regulation and motivation play in the online learning environment has increased along with this dramatic growth in online learning opportunities. Schunk and Zimmerman (1998) assert that self-regulated learning strategies may be increasingly important as more students participate in distance learning environments because instructors are not physically present. Thus, students need to be more autonomous. Maintaining motivation may be more difficult for online students as they face problems related to social isolation and technical issues that cause frustration not as frequently experienced by students in face-to-face classes. Research on the effects of academic self-regulation and motivation on learning has demonstrated important links between the two constructs (Schunk, 2005). Students
In this study, a motivational program using imagery and online counselling sessions was designed based on the theory of the L2 Motivational Self System. This study aimed to investigate the effectiveness of the program by conducting a mixed-method approach, 50 participants took part in 7 imagery training sessions and a pre-post survey. Additionally, among these participants, 20 also engaged in 2 online counseling sessions and focus group interviews. The motivational program using imagery and online counseling sessions was seen to have a significant positive effect on students' L2 Motivational Self System. In particular, as a result of comparing the average values of the pre-post questionnaire, the biggest changes were shown in the categorizes of Ideal Self, Imagery and Visualization, and Attitudes toward Learning English. By utilizing imagery training and online counselling sessions along with English learning, not only were the students' capability of visualizing the image of themselves enhanced, but also positive attitudes towards English education were induced. This led to the fostering of students' motivation in learning English and to the improvement of their L2 Ideal Self Image. Of significant note are the findings in the qualitative data analysis, which show that emotional difficulties in students' English learning, such as academic stress and anxiety, can be alleviated through online counseling sessions, thereby helping them to sustain their learning motivation, Implications of the study are presented and discussed.
La educación universitaria a distancia emerge como un paliativo frente a la desigualdad de oportunidades, superando la exclusión en el acceso u operando como una segunda oportunidad para casos de abandono de las modalidades universitarias tradicionales. El estudio de las causas de la deserción universitaria se ha desarrollado a partir de un conjunto básico de modelos explicativos teóricos, aplicados predominantemente al ámbito de la educación presencial. Este trabajo está orientado a particularizar los factores que inciden en la deserción en la educación universitaria a distancia. El trabajo se ocupa de sintetizar las principales vertiente teóricas del estudio de la deserción universitaria en educación a distancia, de modo de orientar subsiguientes abordajes empíricos donde se compute la importancia relativa de cada factor en casos concretos. Entre los factores asociados a la deserción universitaria a distancia son de singular interés aquellos aspectos que este modelo intenta mitigar en los modelos presenciales tradicionales.
This study aimed to investigate how far internet-based reading activities can enhance learners’ reading skills in face-to-face learning experience at the faculty of education and arts, University of Tabuk in Saudi Arabia, for the Academic Year 2021. This study also examined students' learning preferences, experiences, and participation in traditional and non-traditional classrooms as blended learning has come in vogue at the university due to Covid19 restrictions. This quantitative research consisted of 90 university EFL learners from the faculty of education and arts at Tabuk University. The study employed descriptive statistics to analyze learners’ responses. The findings showed that internet-based reading activities and peer moderated discussions could enhance learners’ reading skills in the face-to-face EFL classes at the university. Internet-based reading activities also led to greater language output in the other three language skills viz., speaking, listening and writing when these are undertaken in the physical mode. However, gaps exist in their application to student learning preferences and whether they match student preferences for reading activities. Limited literature is existed on following up internet-based reading activities with physical learning in traditional classrooms. A single overarching research question guided this study: How far can the innovative method of internet-based reading enhance learners’ reading in face-to-face learning environments. The results proved encouraging drills as the previously challenging reading drills were perceived as engaging by the learners after the brief intervention. However, whether the results are temporal or reliable can only be ascertained with larger samples and varied learning environments.
The purpose of the study is to identify the socio-psychological challenges that influence the distance learning education performance to be recognized and evaluated in the COVID-19 pandemic situation to develop the planning and utilization strategy for smooth and high-quality online uninterrupted teaching and learning environment in the future. A systematic random sampling survey method is used to collect information from 100 respondents on a ten-point Likert scale (1 = Least significant and 10 = Most significant to the factor of online learning). The survey 2 response data were collected from online class experienced teachers and students (masters and graduate) from business school and science and engineering school of Int'l Islamic University Chittagong, Bangladesh (longitude 91.720902539062 and Latitude 22.495181427788) in the March-April 2021. Descriptive analysis, factor analysis, and structural equation model are used from the collected survey data by using IBM SPSS Statistics 20 and IBM SPSS AMOS 22 software to identify factors that have a significant influence on performance. The study result shows that personal factor, task assignment factor, and course factor have significant positive contribution and technical factor has a significant negative contribution to the performance in the online education. But perceive factor and social factor have no significant contribution to the performance in online education.
En este artículo se analiza una experiencia de dinamización de los cursos en línea AVE, Aula Virtual de Español, a través de la red social Facebook. Para ello, en el Instituto Cervantes de Belo Horizonte se diseñó un proyecto de investigación en acción en torno a los materiales didáctico digitales de AVE, en una modalidad semipresencial en la que además de Facebook, se ofrecieron clases síncronas por videoconferencia a los alumnos. El proyecto tuvo lugar en dos años académicos, lo que permitió analizar y tomar decisiones después del primer año que fueron implementadas en la segunda edición del curso. Entre las mejoras implementadas en la gestión de la modalidad semipresencial, focalizamos la atención en este artículo en cómo la gestión del aula por los tutores en asíncrono a través de redes sociales propicia dinámicas más cercanas a los alumnos que llevan a intercambios espontáneos tanto para resolver necesidades académicas (relacionadas con aspectos como el calendario de tareas o dudas sobre contenidos lingüísticos del sílabo) como para compartir intereses semejantes (eventos que van a tener lugar o recursos digitales y enlaces en la web que pueden ser útiles a todos los miembros del grupo). Esta espontaneidad en el intercambio de mensajes, además de suponer en sí mismo un uso de la lengua mucho mayor que en otros contextos en línea (lo cual resulta realmente relevante en el aprendizaje comunicativo del español), contribuye a asentar las bases de la identidad de grupo, fomentando la adhesión al mismo y, por lo tanto, el compromiso de participación y realización del curso.
Online education is expanding in higher education as a means of cost-effective, accessible, convenient, and flexible environments for learning. Such environments are popular amongst the growing population of diverse adult learners. This growth mirrors the need for diversity and multicultural education to both meet students' needs and prepare them for a multicultural, globalized world. Instructional design considerations that address diverse adult online learners' needs are examined and discussed. This chapter also examines some instructional design considerations that were used to develop and implement multiculturally inclusive materials and activities tested in graduate and undergraduate level courses. Recommendations for the development of online materials geared toward diverse adult audiences are provided.
Online coursework is dramatically changing the higher education landscape, particularly for adult learners. And while research notes the way these courses increase college opportunity for post-traditional students, they have poor learning and completion outcomes at many of the institutions to which older students frequently enroll. The author conducted a qualitative exploration involving 34 adult students at a large community college on the west coast to better understand the perceptions, experiences, opportunities, and challenges of online instructional delivery for adult students. Informed by semi-structured interviews with participants, findings from this study highlight: (1) the challenge of being a digital/online course novice, (2) online courses as better in theory than practice, and (3) problematic institutional assumptions that online pedagogy is better for adult learners. Results from this investigation provide new directions for implementation of online courses for adult learners students in higher education.
Distance education is an emerging trend and recent development in ICTs is fostering the growth of this area. A substantial number of researches have been carried
out for the last decade and so to explore the effectiveness of distance education (comparative analysis), impact of various technological tools, instructional design,
content development, pedagogical issues, and learners’ individual differences. Physical and psychological separation of learners and teachers in distance education initiate
various psycho-pedagogical issues and special attention must be given to accommodate this in content developments, pedagogical and instructional design. A very few attempts
have been made to investigate such vital components of psycho-pedagogical issues as self-actualization, self-regulation, locus of control, and motivational aspects like
academic and achievement motivation. The study reveals that students studying in the
face-to-face and distance show similar pattern of personal development in the following properties: self-esteem , self-actualization value. Distance learners exhibit higher level of self-actualization and higher internal locus of control, no significant difference is found in the level of self-regulated behavior. Interestingly, no interrelationship is found between academic motivation and personal characteristics of students in the both forms of education. Achievement motivation for distance learners is higher than face-to-face;
achievement motivation and various personal development characteristics are highly correlated for the student of the both forms of education. Finally, there are specific differences in the structure of academic motivation of students studying in the face-to-face and distance. Professional motive and creative self realization motive are the most dominant motive for students studying in the both forms of education (face-to-face and
distance). However, both motives are relatively higher for students studying in the distance.
Histology is a fundamental subject in health science education. The highly visual nature of the subject and its costly requirements (lab space, equipment, and demanding instructor contact hours) have resulted in limited course offerings and hindered the progress to convert histology into an effective online course that complies with the Quality Matters (http:// www. qmprogram. org/ ) standards, a set of best practice criteria for online course design by which the quality of the course may become certified via faculty-centered peer review process. With the advancement of technologies such as microscope simulators and course management systems, a stand-alone online histology course is becoming closer to realization. With the ultimate goal of establishing a stand-alone histology course that meets all Quality Matters standards, we report here results of a qualitative assessment of students’ experience with previous histology courses, virtual laboratory, and their expectations for a potential stand-alone online histology course. These results can be categorized into four themes that recommend corresponding functions to be included in an online histology course: (1) interactivity, (2) self-assessment, (3) multimedia support, and (4) access to peer and instructors via social media. Our findings provide a valuable insight into students’ expectations based on their comfort level and experience with technology and histology course.
With the rapid growth in online programs come concerns about how best to support student learning in this segment of the university population. The purpose of this study was to investigate the impact of effort regulation, a self-regulatory skill, and intrinsic motivation on online graduate students' levels of academic procrastination, behavior that can adversely affect both the quality and quantity of student work. This research was guided by one primary question: Are online graduate students' intrinsic motivation and use of effort regulation strategies predictive of procrastination? Results indicated that as intrinsic motivation to learn and effort regulation decrease, procrastination increases. Specific strategies for encouraging effort regulation and intrinsic motivation in online graduate students are presented.
This paper argues that the social dimension is important to effectiveness of Asynchronous Learning Networks (ALNs) and needs to be taken into account in the design of courses. Evidence from an ethnographic study of the Teaching and Learning Online (TLO) course offered by the Institute of Education Technology at the Open University is presented in support of this argument. This study found that individual success or failure on the course depended upon the extent to which students were able to cross a threshold from feeling like outsiders to feeling like insiders. Factors affecting the construction of a sense of community are drawn out from interviews with students. The significance of these findings is discussed in relation to a situated model of learning as induction into a community of practice. Finally recommendations are made for the support of community building in the design of courses.
I: Background.- 1. An Introduction.- 2. Conceptualizations of Intrinsic Motivation and Self-Determination.- II: Self-Determination Theory.- 3. Cognitive Evaluation Theory: Perceived Causality and Perceived Competence.- 4. Cognitive Evaluation Theory: Interpersonal Communication and Intrapersonal Regulation.- 5. Toward an Organismic Integration Theory: Motivation and Development.- 6. Causality Orientations Theory: Personality Influences on Motivation.- III: Alternative Approaches.- 7. Operant and Attributional Theories.- 8. Information-Processing Theories.- IV: Applications and Implications.- 9. Education.- 10. Psychotherapy.- 11. Work.- 12. Sports.- References.- Author Index.
The USA has always prided itself on the defence of freedom for all its peoples, democracy as well as being on the leading edge of innovations. The USA, therefore, is a particularly unique setting for an examination of the rhetoric associated with the politics of adopting online learning technologies. This paper examines the context of the US on-line learning system with a particular focus on those aspects of the movement which appeal so keenly to Americans. Certain values are expressed in this movement which are almost uniquely American such as democracy, freedom, efficiency, independence, the vocational nature of education, and meritocratic schemes for education as a sorting mechanism for the society.
For-profit firms use the internet to offer classes, courses and degree programmes in direct competition with nonprofit and government-supported colleges and universities. At the same time, many firms seek to partner with academic institutions in offering online instruction or distance learning.This paper outlines and discusses alternative models of academic/for-profit collaboration that are being developed in the USA. Collaboration requires the partners to define responsibilities for technology, administrative services, content development, promotion and student selection, instruction, awarding of credits and overall quality control. Firms may want to 'unbundle' the traditional faculty role of both course designer and teacher,and use different professionals for the two functions. Although most collaborations today involve non-degree programmes, many schools of business are working with for-profit firms to offer MBA degrees online. The diversity of higher education in the USA means that many different models will be tried. Collaborations will expand the markets for online distance learning, but a number of difficult issues remain to be resolved.
This paper presents the results of a “natural experiment” that directly compared traditional classroom and distance learning settings. The distance learners performed better than the traditional learners on several dimensions. It appears that the distance learners’ higher levels of maturity, experience, “kindred spirit,” enthusiasm, and sense of responsibility contributed to their performance, and that these conditions might be vital to successful distance learning. This study also reinforces the importance of giving quick feedback on homework to distance students, and the importance of frequent telephone or other electronic media contacts between the instructor and the distance students. Additional information useful for designing effective distance learning programs was collected.
Self-determination theory (Deci & Ryan, 1985) posits that (a) people are inherently motivated to internalize the regulation of uninteresting though important activities; (b) there are two different processes through which such internalization can occur, resulting in qualitatively different styles of self-regulation; and (c) the social context influences which internalization process and regulatory style occur. The two types of internalization are introjection, which entails taking in a value or regulatory process but not accepting it as one's own, and integration, through which the regulation is assimilated with one's core sense of self. Introjection results in internally controlling regulation, whereas integration results in self-determination. An experiment supported our hypothesis that three facilitating contextual factors--namely, providing a meaningful rationale, acknowledging the behaver's feelings, and conveying choice--promote internalization, as evidenced by the subsequent self-regulation of behavior. This experiment also supported our expectation that when the social context supports self-determination, integration tends to occur, whereas when the context does not support self-determination, introjection tends to occur.
Persistence in distance education
- P Cookson
Cookson, P. (1990). Persistence in distance education. In M. G. Moore (Ed.), Contemporary issues in
American distance education (pp. 192-203). Elmsford, New York: Pergamon Press.
Learning style and the distant learner. Consortium project extending the concept and practice of classroom based research report
- R J Dowdall
Dowdall, R. J. (1992). Learning style and the distant learner. Consortium project extending the concept
and practice of classroom based research report (ERIC Document Reproduction Service No. ED 348 117).
California Community College Chancellor's Office. 13. National Center For Educational Statistics
- C A Sacramento
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Viable alternative means of instructional delivery: Online courses as an alternative teaching method
- D R Ridley
- H Y Sammour
Ridley, D. R., & Sammour, H. Y. (1996). Viable alternative means of instructional delivery: Online courses
as an alternative teaching method. College Student Journal, 30, 337-339.
Business students online: Profiles of success
- J Walker
- D Wallace
Walker, J., Wallace, D., and Juban, R. (2004). Business students online: Profiles of success. Manuscript
submitted for publication.