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Article: Supporting students' motivation for e-learning: Teachers matter on and offline

TitleSupporting students' motivation for e-learning: Teachers matter on and offline
Authors
KeywordsBlended learning
Computer/smartphone competency
Teacher support
SEM
Longitudinal
Issue Date2016
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/iheduc
Citation
The Internet and Higher Education, 2016, v. 30, p. 21-29 How to Cite?
AbstractIn e-learning environments that are characterized by minimal peer and teacher regulation, motivation is particularly critical but poorly understood. Students' prior experience with computers and smartphones, as well as the teacher support they receive during in-class instruction (in blended learning scenarios), are essential components of the e-learning experience that must be accounted for when seeking to explain students' motivation and learning outcomes in these contexts. This study therefore aimed to test the longitudinal effects of teacher support, prior subject competence, and prior experience with computers and smartphones, on student motivation for e-learning and finally e-learning completion. Employing five data points collected over one academic year, first-year Japanese university students (n = 975) studying English as a foreign language completed surveys at three time points. Cross-lagged panel structural equation modelling was undertaken with the finalized latent variables, prior subject competency (standardized test), and year-end e-learning completion rates. Perceived teacher support was found to have a broad range of direct and mediated effects on students' motivations for e-learning. Effort beliefs were consistent predictors of task value and ability beliefs after accounting for auto-lagged effects. E-learning completion was chiefly predicted by ability beliefs. The practical and theoretical implications for e-learning are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/225914
ISSN
2015 Impact Factor: 2.719
2015 SCImago Journal Rankings: 3.561

 

DC FieldValueLanguage
dc.contributor.authorFryer, LK-
dc.contributor.authorBovee, HN-
dc.date.accessioned2016-05-23T09:00:04Z-
dc.date.available2016-05-23T09:00:04Z-
dc.date.issued2016-
dc.identifier.citationThe Internet and Higher Education, 2016, v. 30, p. 21-29-
dc.identifier.issn1096-7516-
dc.identifier.urihttp://hdl.handle.net/10722/225914-
dc.description.abstractIn e-learning environments that are characterized by minimal peer and teacher regulation, motivation is particularly critical but poorly understood. Students' prior experience with computers and smartphones, as well as the teacher support they receive during in-class instruction (in blended learning scenarios), are essential components of the e-learning experience that must be accounted for when seeking to explain students' motivation and learning outcomes in these contexts. This study therefore aimed to test the longitudinal effects of teacher support, prior subject competence, and prior experience with computers and smartphones, on student motivation for e-learning and finally e-learning completion. Employing five data points collected over one academic year, first-year Japanese university students (n = 975) studying English as a foreign language completed surveys at three time points. Cross-lagged panel structural equation modelling was undertaken with the finalized latent variables, prior subject competency (standardized test), and year-end e-learning completion rates. Perceived teacher support was found to have a broad range of direct and mediated effects on students' motivations for e-learning. Effort beliefs were consistent predictors of task value and ability beliefs after accounting for auto-lagged effects. E-learning completion was chiefly predicted by ability beliefs. The practical and theoretical implications for e-learning are discussed.-
dc.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/iheduc-
dc.relation.ispartofThe Internet and Higher 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.subjectBlended learning-
dc.subjectComputer/smartphone competency-
dc.subjectTeacher support-
dc.subjectSEM-
dc.subjectLongitudinal-
dc.titleSupporting students' motivation for e-learning: Teachers matter on and offline-
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.iheduc.2016.03.003-
dc.identifier.volume30-
dc.identifier.spage21-
dc.identifier.epage29-
dc.publisher.placeUnited Kingdom-

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