Thu Thi Kim Le
ABSTRACT
This study aims to identify factors that need to be changed to increase student motivation in an online course in a college in Vietnam. In this study, students were asked to give their opinions about the modifiable factors in the online course they are taking to help increase their motivation in online learning. Research results show that the factors that need to be changed belong to the teaching and learning process, the capacity of lecturers, the attention of learners, the online learning environment, the technical and administrative infrastructure, and time management. These factors are said to increase motivation in online courses, helping students find online courses more useful, valuable, and enjoyable, and to gain more success and interest to increase online course participation. Data were collected via an online survey developed by Google Form with 117 students in a business course at the studied context and simple descriptive statistics was used to process the data. The results show that students would like to see changes in the interaction between teachers and students. They want their lecturers to share online lesson recordings with them and pay more attention to problem students. The data can be used by instructors and course designers to make improvements to teaching techniques, learning materials, and ways of communicating with students.
- Heather Kauffman (2015). A review of predictive factors of student success in and satisfaction with online learning. https://doi.org/10.3402/rlt.v23.26507Google Scholar
- Gedera, D. S. P, & Williams, P. J. (2013). Using Activity Theory to understand contradictions in an online university course facilitated by Moodle. International Journal of Information Technology and Computer Science (IJITCS), 10(1), 32–40.Google Scholar
- Allen, I. E. & Seaman, J. (2011) Going the Distance: Online Education in the United States, 2011 [online]. Sloane Consortium website. Available at: http://sloanconsortium.org/publications/ survey/going_distance_2011Google Scholar
- Dilani Gedera, John Williams and Noeline Wright (2015). Identifying Factors Influencing Students’ Motivation and Engagement in Online CoursesGoogle Scholar
- D Bransford, AL Brown, RR Cocking (2000). How people learn.Google Scholar
- LJ Fyans Jr, ML Maehr (1987). Sources of Student Achievement: Student Motivation, School Context and Family Background.Google Scholar
- Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33.Google Scholar
- C. Bossu , R. Smyth and S. Stein (2007). Academic Professional Development for Effective E-learning : A Possible Framework for BrazilGoogle Scholar
- Shank, P., & Sitze, A. (2004). Making sense of on line learning : A guide for beginners and the truly skeptical . San Francisco: Pfeiffer.Google Scholar
- Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.), Theory and practice of online learning (2nd ed., pp. 3–31). Retrieved from http://www. aupress.ca/index.php/books/120146.Google Scholar
- Dixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of the Scholarship of Teaching and Learning, 10(2), 1-13.Google Scholar
- Merriam Webster. (2013). Merriam Webster. Merriam-Webster. http://www.merriam-webster. com/dictionary/motivation. Accessed 3 Jan. 2013Google Scholar
- Bonk, C. J., & Khoo, E. (2014). Adding some TEC-VARIETY: 100 + activities for motivating and retaining learners online. Bloomington, IN: Open World Books.Google Scholar
- Gabrielle, D. M. (2003). The effects of technology - mediated instructional strategies on motivation, performance, and self - directed learning . Unpublished Doctoral Dissertation, The Florida State University, Florida.Google Scholar
- Keller, J. M. (1999). Motivation in cyber learning environments. International Journal of Educational Technology , 1 (1), 7–30.Google Scholar
- Hodges, C. B. (2004). Designing to motivate: Motivational techniques to incorporate in elearning experiences. The Journal of Interactive Online Learning, 2 (3), 1-7.Google Scholar
- Schunk, D. H., & Usher, E. L. (2012). Social cognitive theory and motivation. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 13–27). Oxford, UK: Oxford University Press.Google ScholarCross Ref
- Irvin, J. L., Meltzer, J., & Dukes, M. S. (2007). Taking action on adolescent literacy: An implementation guide for school leaders. http://www.ascd.org/publications/books/107034/chapters/ Student-Motivation,-Engagement,-and-Achievement.aspx. Accessed 20 Oct. 2011Google Scholar
- Selvi, K. (2006). Learning and creativity. In A.T. Tymienecka (Ed.), Analecta husserliana: The yearbook of phenomenological research (351369), Dordecth: SpringerGoogle Scholar
- Beer, C., Clark, K., & Jones, D. (2010). Indicators of engagement. Proceedings of Ascilite Sydney 2010 (pp. 75–86). Sydney: AsciliteGoogle Scholar
- Xiong, Y., Li, H., Kornhaber, M. L., Suen, H. K., Pursel, B., & Goins, D. D. (2015). Examining the relations among student motivation, engagement, and retention in a MOOC: A structural equation modeling approach. Global Education Review, 2(3). Retrieved from https://ger.mercy.edu/index.php/ger/article/view/124Google Scholar
- Brett D. Jones, Joan Monahan Watson, Lee Rakes, and Sehmuz Akalin (2012). Factors that impact students’ motivation in an online course: Using the MUSIC model of academic motivationGoogle Scholar
Index Terms
- Factors That Need Changing to Improve Student Motivation in Online Learning
Recommendations
What factors affect learners’ online learning experience? A case study of 6 University students
ICDEL '22: Proceedings of the 7th International Conference on Distance Education and LearningIn the last two decades, especially during the COVID-19 pandemic in the past two years, online teaching has been widely implemented in many countries. Learners' online learning experience is one of the important indicators to evaluate the effect of ...
Motivation in online learning: Testing a model of self-determination theory
As high attrition rates becomes a pressing issue of online learning and a major concern of online educators, it is important to investigate online learner motivation, including its antecedents and outcomes. Drawing on Deci and Ryan's self-determination ...
Factors Influencing Adult Learners?? Satisfaction in Online Learning
ICDTE '23: Proceedings of the 7th International Conference on Digital Technology in EducationOnline learning has been dramatically growing and accepted at an incredible rate and an increasing number of adult learners have chosen online learning as a typical method because of its convenience and flexibility. However, few studies have adopted the ...
Comments