File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1016/j.compedu.2014.01.008
- Scopus: eid_2-s2.0-84894162718
- WOS: WOS:000334131800003
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: E-learning: Reasons students in language learning courses don't want to
Title | E-learning: Reasons students in language learning courses don't want to |
---|---|
Authors | |
Keywords | Motivation Latent Profile Analysis E-learning Longitudinal analysis |
Issue Date | 2014 |
Publisher | Pergamon. 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? |
Abstract | Despite 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 Identifier | http://hdl.handle.net/10722/225911 |
ISSN | 2023 Impact Factor: 8.9 2023 SCImago Journal Rankings: 3.651 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Fryer, LK | - |
dc.contributor.author | Bovee, HN | - |
dc.contributor.author | Nakao, K | - |
dc.date.accessioned | 2016-05-23T08:42:22Z | - |
dc.date.available | 2016-05-23T08:42:22Z | - |
dc.date.issued | 2014 | - |
dc.identifier.citation | Computers & Education, 2014, v. 74, p. 26-36 | - |
dc.identifier.issn | 0360-1315 | - |
dc.identifier.uri | http://hdl.handle.net/10722/225911 | - |
dc.description.abstract | Despite 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.language | eng | - |
dc.publisher | Pergamon. The Journal's web site is located at http://www.elsevier.com/locate/compedu | - |
dc.relation.ispartof | Computers & Education | - |
dc.rights | Posting 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.subject | Motivation | - |
dc.subject | Latent Profile Analysis | - |
dc.subject | E-learning | - |
dc.subject | Longitudinal analysis | - |
dc.title | E-learning: Reasons students in language learning courses don't want to | - |
dc.type | Article | - |
dc.identifier.email | Fryer, LK: fryer@hku.hk | - |
dc.identifier.authority | Fryer, LK=rp02148 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1016/j.compedu.2014.01.008 | - |
dc.identifier.scopus | eid_2-s2.0-84894162718 | - |
dc.identifier.volume | 74 | - |
dc.identifier.spage | 26 | - |
dc.identifier.epage | 36 | - |
dc.identifier.isi | WOS:000334131800003 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0360-1315 | - |