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Article: E-learning: Reasons students in language learning courses don't want to

TitleE-learning: Reasons students in language learning courses don't want to
Authors
KeywordsMotivation
Latent Profile Analysis
E-learning
Longitudinal analysis
Issue Date2014
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/compedu
Citation
Computers & Education, 2014, v. 74, p. 26-36 How to Cite?
AbstractDespite the widespread use of e-learning in higher education, little is known about the motivational orientations of learners who are required to use it. The current research explores the role of amotivation within the compulsory e-learning component of a blended learning course at one Japanese university. The investigation takes the form of three connected studies. In Study-I, the Academic Amotivation Inventory (AAI) was adapted to measure motivation for e-learning. In Study-II the adapted AAI was administered to students twice, five months apart (n = 440). Latent Profile Analysis (LPA) was undertaken with lagged data points to test for latent groups and the stability of amotivational profiles across time. LPA indicated two latent groups: one clearly amotivated by the e-learning program and one “not amotivated”. Longitudinal results indicated that the size of the two groups remained roughly consistent across the duration of the study. While the amotivational profile of the “not amotivated” group remained constant longitudinally, the amotivated group profile changed substantially. Students reported two key reasons for not engaging in their e-learning studies: low task value and poor ability beliefs. In Study-III, interviews with 12 students were undertaken to add depth to the quantitative results. Implications for practice and future research are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/225911
ISSN
2015 Impact Factor: 2.881
2015 SCImago Journal Rankings: 3.143

 

DC FieldValueLanguage
dc.contributor.authorFryer, LK-
dc.contributor.authorBovee, HN-
dc.contributor.authorNakao, K-
dc.date.accessioned2016-05-23T08:42:22Z-
dc.date.available2016-05-23T08:42:22Z-
dc.date.issued2014-
dc.identifier.citationComputers & Education, 2014, v. 74, p. 26-36-
dc.identifier.issn0360-1315-
dc.identifier.urihttp://hdl.handle.net/10722/225911-
dc.description.abstractDespite the widespread use of e-learning in higher education, little is known about the motivational orientations of learners who are required to use it. The current research explores the role of amotivation within the compulsory e-learning component of a blended learning course at one Japanese university. The investigation takes the form of three connected studies. In Study-I, the Academic Amotivation Inventory (AAI) was adapted to measure motivation for e-learning. In Study-II the adapted AAI was administered to students twice, five months apart (n = 440). Latent Profile Analysis (LPA) was undertaken with lagged data points to test for latent groups and the stability of amotivational profiles across time. LPA indicated two latent groups: one clearly amotivated by the e-learning program and one “not amotivated”. Longitudinal results indicated that the size of the two groups remained roughly consistent across the duration of the study. While the amotivational profile of the “not amotivated” group remained constant longitudinally, the amotivated group profile changed substantially. Students reported two key reasons for not engaging in their e-learning studies: low task value and poor ability beliefs. In Study-III, interviews with 12 students were undertaken to add depth to the quantitative results. Implications for practice and future research are discussed.-
dc.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/compedu-
dc.relation.ispartofComputers & Education-
dc.rightsPosting accepted manuscript (postprint): © <year>. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/-
dc.subjectMotivation-
dc.subjectLatent Profile Analysis-
dc.subjectE-learning-
dc.subjectLongitudinal analysis-
dc.titleE-learning: Reasons students in language learning courses don't want to-
dc.typeArticle-
dc.identifier.emailFryer, LK: fryer@hku.hk-
dc.identifier.authorityFryer, LK=rp02148-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.compedu.2014.01.008-
dc.identifier.volume74-
dc.identifier.spage26-
dc.identifier.epage36-
dc.publisher.placeUnited Kingdom-

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