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Pakistan Journal of Distance & Online Learning
Volume: IV, Issue I, 2018, 37-48
An Investigation of Factors Responsible for
Sustaining Students Motivation in E-Learning
System
Mubeshera Tufail*
Abstract
An e-learner is more at risk of being demotivated because of
limited/no face-to-face interaction with his/her instructor and class
fellows. The purpose of this research study was to analyze the status of
attention, relevance, confidence and satisfaction of students while
studying in an e-learning system. The ARCS model, i.e., named after its
four main factors: Attention, Relevance, Confidence and Satisfaction,
was used as a theoretical framework for collecting information from
students about various aspects in e-learning system which motivated
them to learn. The research study involved phenomenological inquiry
method. The population for the research study was all the students of a
public sector university of Pakistan using e-learning system.
Convenience sampling was used to approach twelve participants for data
collection for the study. The data was collected through semi-structured
interviews. The memos and audio-recording helped the researcher during
the data collection to record responses, body language and facial
expression of participants. Axial coding was used to analyze the data.
The students were of the view that e-learning system is very helpful to
continue education while doing job.The study recommends to use online
synchronous mode of communication frequently to build a virtual bond
among students and their teachers.
Keywords: Online education, e-learning, synchronous
communication, asynchronous communication, Intrinsic
motivation, extrinsic motivation
*Lecturer, Allama Iqbal Open University, Islamabad Email: mubesheratufail@yahoo.com
Mubeshera Tufail 38
Introduction
The pedagogical approaches in 21st century promotes student-
centered teaching-learning process and development through lifelong
learning. To meet the challenges of 21st century such as globalization,
population explosion and technological advancement, there is a need to
rethink about the ways and modes of acquiring necessary skills and
knowledge. It is the need of the time to modify the learning modes for
acquiring knowledge and skills as well as to manage information
efficiently within available the resources. Now, the e-learning and online
learning are being used along with traditional face-to-face and distance
learning system to provide education to students.
E-learning involves delivery of learning materials via internet,
intranet, satellite broadcast, interactive TV, audio/video tape and CD-
ROM. The students attend the learning material in e-format and
communicate with the teacher online. In an e-learning system,
communication can happen in two different formats: synchronous and
asynchronous. In asynchronous communication, students can acquire
information at any time and in any place; it includes instructional
websites, email and online discussion forums. The synchronous method
where teacher and students are online at the same time; teacher and
student interact in real time for teaching and web chats (Ramaha&
Ismail, 2012).
E-learning involves continuous access to learning. Learning in the e-
learning system is more self-directed. In e-learning, limitations
associated with distance learning systems such as time and space are
overcome. With the help of rich number of online resources, it also helps
to guide about relating the learning with the society and apply it in real-
life situations (Cakmak, 2010).
E-learning can be helpful to provide knowledge and skills to large
number of people at their doorsteps. Just like the trend for information
and communication technology (ICT) around the globe, the people in
Pakistan are learning electronically by using internet and watching online
material. Formally, e-learning system is adopted by Virtual University of
Pakistan and Allama Iqbal Open University, Islamabad for delivering
lectures and providing education through radio, CDs, broadcast
television, internet and Learning Management System (LMS).Allama
Iqbal Open University, Islamabad (AIOU) provides education to masses
through open and distance learning. AIOU, besides using manual
learning process i.e., to send the books, notes and CDS of lectures
through their regional offices and postal services, is now working to shift
An Investigation of Factors Responsible for Sustaining Students… 39
to e-learning. Virtual University of Pakistan was established by
Government as the public sector university in 2002 with a mission of
providing affordable and high standard education to students by using the
modern technologies (Ali, Ahmad, Sheikh & Bukhari, 2011). Other
universities in the country are also working to shift towards e-learning
system to educate masses of people.
Motivation is a driving force which urges a person to do a task.
Motivation occupies a significant position in the learning process. An e-
learner is isolated from traditional face-to face setting of the classroom.
He/she is apart from his/her institution, teachers and class fellows thus
he/she is more vulnerable to be demotivated. Motivation helps a student
to learn by involving in the teaching-learning process. It also assists in
overcoming stress which a student feels during the study process. By
independently accessing and using the learning material available online,
an e-learner can become a self-directed learner (Simpson, 2012).
A number of theories such as expectancy theory, goal theory and
attribution theory explain the factors affecting motivation and process of
motivation. These theories can help a teacher to develop strategies for
motivating students for learning. However, there are no fixed set of
rules/procedures of motivation to follow; these theories serve as general
guidelines that can be used according to demand of a particular situation
while planning for instruction (Hodges, 2004).
This research paper aimed at describing intrinsic and extrinsic
sources of motivation which inspire students for learning in an e-learning
system.
Review of Literature
E-learning utilizes digital resources such as visual, auditory and text-
based, to provide students learning material. Daly and Pachler (2010)
defined e-learning as a system of learning in which people learn using
technology without constraints of time and space. These resources can be
shared with teachers and class fellows anywhere and at anytime. E-
learning can meet the more variety of needs of people however; e-
learning can be more challenging and less motivating than face to face
learning system (Khan & Jumani, 2012).
In order to successfully achieve the outcomes of an online program,
faculty must actively involve students in the learning process so that they
can acquire knowledge (Guillot, 2003). An e-learning technology that
appeals students’ interest can motivate a student to use it. Providing
students training in using the technology for learning can contribute to
Mubeshera Tufail 40
students’ success in the learning process. In addition, use of technology
does lead to improvement in students’ understanding and achievement in
the coursework as there is a positive correlation between the frequency
of using the e-learning technology and course work performance (Chen,
Little, Ross & Zhao, 2012).
It is essential to relate learning experiences of students to their needs.
Love and Fry (2006) concluded from a research study that when learning
is integrated with students’ learning experiences then it ensures the active
participation of students in the learning process. Hedges (2004) also
suggested that relevant learning experiences and provision of feedback
can help in motivating the students. Keller (2008) highlighted the
primary areas for motivating e-learners: (1) gaining learner attention, (2)
making the learning experiences relevant to the learning goals and
priorities, (3) building the confidence to the student for establishing goals
and working to achieve those goals (4) the feeling of satisfaction during
the learning process.
The sources of motivation can be categorized as intrinsic and
extrinsic sources of motivation. Intrinsic motivation involves performing
a task for internal desire like personal satisfaction or enjoyment.
Extrinsic source provides motivation to perform a task for rewards and
incentives. The most desirable form of motivation is intrinsic motivation
(Hodges, 2004).
Theories regarding students’motivating for learning such as Time
Continuum Model and ARCS model were proposed well before the rise
of internet and e-learning, but still these theories are used to design
motivating instructional material in e-learning (Simpson, 2008). Some
people may opt for the organized and systematic approach of Keller;
however, the goal of both theories is the same i.e., motivating the
students for learning. Using any of the theories can help to motivate
students for learning (Hodges,2004).
Hartnett, George, and Drone (2011) found that student motivation in
online learning has a complex nature; it is multi-dimensions and sensitive
to the situation at hand. Kikuchi (2006) conducted a case study to
examine various motivation factors for adult working Japanese e-
learners. He found that group work activities affect students’ motivation
for learning. It is difficult to assess the motivation of e-learner as
motivation is internal process however, collecting information about
learners’ actions and their perception about their motivation for learning
can be a useful source (Ramaha & Ismail, 2012). Knowles and Kerkman
(2007) through a research study, found a significant correlation between
internal locus of control and relying on strategies for learning; in
An Investigation of Factors Responsible for Sustaining Students… 41
addition, the students’ attitude was more positive during the last week of
the course than in the first week.
Motivation is a subjective element i.e., a factor which is motivating
for a person may not be motivating for the other, however, an e-learning
system is fair and equal for all those using it- a requirement according to
the ARCS Model (falling under satisfaction category) (Baumstick, 2012).
Objectives of the Study
The purpose of this qualitative study was to analyze and interpret
various factors and sources which affect students' motivation in e-
learning system.
Theoretical Framework
ARCS model was selected as the theoretical framework for the
study. The ARCS model is named after its four main factors: attention,
relevance, confidence and satisfaction. Attention means that a leaner is
engaged in the learner process. It can be achieved through the use of
interesting graphics, animations and activities that may involve a
suspense or conflict. Relevance encompasses consistency of the learning
material with students’ learning style, his/her goals for learning and the
past experiences. This factor is also related to the goal theory. The goal
theory asserts that establishing clear learning goals motivates the
behavior of a person. Confidence involves building the trust in one’s own
abilities and establishing positive expectations for success. Self-efficacy
(the belief that one is capable of performing to achieve goals) and
attribution theory (a learner may attribute his/her success to himself or to
reasons external to him) has links to this factor. The fourth factor
'satisfaction' deals with positive feelings of learners about the learning.
This factor can be linked with expectancy-value theory. The expectancy-
value theory states that if a learner expects certain positive outcomes
from an experience/behavior, he/she would be more likely to perform
that behavior. The strategies to enhance student’s satisfaction include
verbal reinforcement, rewards, personal attention, feedback and avoiding
negative influences (Smith, 2008). The four components of ARCS model
were further categorized for intrinsic and extrinsic sources of motivation.
Mubeshera Tufail 42
Figure 1: ARCS Model
Table 1
ARCS categories
Attention
Relevance
Confidence
Satisfaction
A1Perceptual
arousal
R1 Goal
Orientation
C1Learning
Requirements
S1Intrinsic
Reinforcement
A2 Inquiry
Arousal
R2Motive
Matching
C2Success
Opportunities
S2Extrinsic
Rewards
A3 Variability
R3 Familiarity
C3 Personal
Control
S3 Equity
(Retrieved from http://www.arcsmodel.com/arcs-categories)
Methodology
The strategy used for this research study was phenomenological
inquiry. The population for this the study included all students of a
public sector university of Pakistan using e-learning system. Semi-
structured one to one interviews were used for data collection for the
research study. Convenience sampling was used to select twelve
participants for the research study. The participants selected for the
research study had been studying in the e-learning system for more than
one semester. The researcher obtained informed consent from the
participants before the collection of data. By providing assurance about
keeping their names and personal information confidential, the
participants agreed for interview. The researcher developed a rapport
with the participants before interviews. The memos and audio-recording
helped to record facial expression, body language and responses of
participants. Axial coding method was used to analyze the data. The
themes from the collected data were generated to discuss the findings of
this research study.
Attention Relevance
Confidence Satisfaction
ARCS
Intrinsic &
Extrinsic
Motivation
An Investigation of Factors Responsible for Sustaining Students… 43
Results and Discussion
The analysis of data collected through interviews were analyzed and
a brief summary is given below.
Table 2
Summary of Data from One-to-One Interviews
Components of
ARCS Model
Sources for Intrinsic
Motivation
Sources for Extrinsic
Motivation
Attention
Technological resources i.e.,
computer, CDs, LMS,
Videos, quizzes/assignments
and handouts were found
interesting by all of the
students. They were of the
view that e-learning system
was easily accessible
anywhere on phone, laptop
and personal computers.
All the students had to use
the technological
resources because they
had to prepare for
examination. Although
the participation in online
discussion forums on
Learning Management
System (LMS) had marks
to be added in their final
grade, half of the
participants (50%) did not
use it frequently. The
reasons told by them for
this, were their busy
routine and lack of its
significant contribution in
their learning. Only 33%
participants were frequently
interacting with their class
fellows through online
platform. More than 50%
of the participants
preferred to use online
resources to get help rather
than contacting their class
fellows through LMS.
Relevance
Learning material provided
through Learning Management
System (LMS), videos,
handouts and CDs was
relevant to the needs of all
students. Relevant and clear
examples were provided in
instructional material, in
addition to links for further
study. About 33% of
Two participants were
doing job along with their
studies. They were of the
view that it is convenient
for us to complete
assignments and quizzes
while doing jobs.
Mubeshera Tufail 44
participants were of the view
that the teachers of few
subjects started teaching from
higher level than their
previous knowledge level so,
the learning material becomes
difficult to comprehend in
that case. The students
wanted to interact with their
teachers through Skype etc.
to cover this gap. All the
students were sure that the
provided learning material
had benefits and applicability
in their practical life.
Confidence
All the participants set
learning goals which drive
them through the learning
process; these goals were
related to getting good grades
and completing their studies.
Only two participants
mentioned that they have a
goal to get a good job after
completing the programme.
All the participants were
confident that they will
achieve their learning goals.
Almost 90% participants
mentioned that emotional
and financial support from
their family gave them
confidence to continue
their education through
this platform.
Satisfaction
The participants mentioned
that when they contacted a
teacher for any
difficulty/confusion in
learning, their teachers
guided them within half an
hour to one day depending
upon the teacher. 90% of the
participants said that they got
a timely response from their
teachers. The participants
were satisfied by the prompt
response of their teacher.
However, 30% students
mentioned that they faced
difficulty in solving the
quiz/assignment questions of
some subjects because those
were too difficult for them to
solve.
Students were satisfied
with the support provided
by their teachers and
administrative staff for
resolving the issues
related to e-learning
system such as roll no.
slip issue, problems
related to fee voucher on
Learning Management
System (LMS),
assignment/quiz
submission issue etc.
An Investigation of Factors Responsible for Sustaining Students… 45
While looking at the intrinsic sources of motivation for e-learners,
the various factors responsible for intrinsic motivation of e-learners were
discussed under four major themes: attention, relevance, confidence
and satisfaction. The e-learning system using a variety of technological
resources i.e., Learning Management System (LMS), videos,
assignments/quizzes and handouts, captured attention of students. All
the participants were motivated to learn and complete their degree
programs through e-learning system. The students said that they had
clear learning goals and, they were confident to achieve them. The
learning goals of the participants were related to getting good grades,
completing a degree program and getting a good job in future (mentioned
by only two participants). The learning goals mentioned by the
participants were mostly short-term in nature i.e., not related to
understanding and subject expertise. As far as, instruction was
concerned, all of the participants were agreed and satisfied that the
guidance was provided in time by their teachers. Most the participants
perceived that their teachers provided guidance in learning with relevant
and clear examples; the students were provided reference of additional
material where they can get help to understand the concept. However,
some of the students felt difficulty in solving the questions of
quiz/assignment of some subjects because those questions were too
difficult for them to solve. The participants also told that they had limited
interaction with their instructors through online platform. It appears that
the teachers of those specific subjects might have limited information
about the previous knowledge and understanding of their students,
therefore the assignments/quizzes developed by them were challenging
for students.
The students were sure that the learned material was relevant and
beneficial in real-life setting. However, some teachers expected very
high from students and started teaching from the level higher than that of
students. It appears that those teachers had lack of information about the
previous knowledge and needs of students. The teachers interacted with
their students through learning management system (LMS) and answered
the questions asked by students within half an hour to one day. Only few
participants were interacting with their class fellows through online
platform. Although students had interaction with their teachers through
leaning management system (LMS) in case of any query or difficulty,
they wanted to interact with their teachers through Skype or similar
software on daily, weekly or monthly basis so that they can further get
help from their teachers.
Mubeshera Tufail 46
As far as extrinsic sources of motivation were concerned, there
were various factors which motivated e-learners to learn. The students
were getting support and motivation to learn from their home and
university administrative staff equally well. Almost 50% participants
were not frequently interacting with their class fellows through learning
management system (LMS), although discussion on LMS contributed
marks in their final grade. The reason for this was that they were very
busy in coursework, attending video lectures, quizzes and assignments;
they also did not find interacting with class fellows very significant for
their learning. More than half of the participants preferred to get help
from online sources instead of interacting with their class fellows. The
participants were of the view that e-learning system was very helpful to
continue education while doing job.
Conclusion
The present study revealed detailed information about various factors
of e-learning system which motivated students for learning. Keeping in
view the components of ARCS model, it was concluded that using
variety of sources in e-learning system motivated the students
intrinsically and extrinsically. The students received guidance for their
teachers in time. The students also set learning goals which motivated
them to progress their learning; however, it was noticed that these
learning goals were short-term in nature and related to external reward
instead of some intrinsic source of motivation. The students were
extrinsically motivated because of their parents, teachers and
administration staff of the university. On the basis of problems
highlighted by students, it is recommended that the e-learning system
may use some synchronous modes of communication for interaction
among teacher and their students on daily/weekly/monthly basis so that
they can know about expectations and needs of each other. It would help
to bridge the physical distance present between them. Further, it would
also contribute to provide need-based guidance to students in their
learning process.
An Investigation of Factors Responsible for Sustaining Students… 47
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Citation of this Article:
Tufail, M. (2018). An investigation of factors responsible for sustaining
students’ motivation in E-Learning system. Pakistan Journal of Distance
and Online Learning, 4(1). 37-48.