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- Publisher Website: 10.1016/j.compedu.2018.01.006
- Scopus: eid_2-s2.0-85042295530
- WOS: WOS:000428002300017
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Article: Staying motivated to e-learn: Person- and variable-centred perspectives on the longitudinal risks and support
Title | Staying motivated to e-learn: Person- and variable-centred perspectives on the longitudinal risks and support |
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Authors | |
Issue Date | 2018 |
Publisher | Pergamon. The Journal's web site is located at http://www.elsevier.com/locate/compedu |
Citation | Computers & Education, 2018, v. 120, p. 227-240 How to Cite? |
Abstract | Persistence in any of the growing variety of e-learning formats is a longstanding and pernicious problem. The widely acknowledged nature of this issue makes the considerable gap in our understanding of students’ motivation to e-learn a serious concern. Building on initial studies, the current research examines important predictors and outcomes of students’ motivation for weekly review and extension e-learning experiences within a blended course. The present study aimed to simultaneously provide variable and person-centred longitudinal perspectives on students’ motivations to e-learn, thereby illustrating the potential outcomes of these experiences and indicating how they might be better structured and supported. Japanese students (n=642) studying in a blended course of foreign language study (two classes a week, with weekly online review and extension activities) completed surveys at three time points across an academic semester of study. Prior language competency and final e-learning completion were also included in modelling. Variable-centred results highlighted the essential role of teachers in supporting students’ ability, value and effort related motivations for studying online. All three motivations played an important role in predicting e-learning completion. Person-centred results tracking student movement between latent subgroups confirmed the importance of teachers, but also indicated a prior competence threshold below which teacher efforts alone might be insufficient to support substantive motivation for e-learning, and thereby, e-learning completion. The theoretical and practical implications of the present study’s findings regarding teacher-support and initial content competence are discussed. |
Persistent Identifier | http://hdl.handle.net/10722/251534 |
ISSN | 2023 Impact Factor: 8.9 2023 SCImago Journal Rankings: 3.651 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Fryer, LK | - |
dc.contributor.author | Bovee, HN | - |
dc.date.accessioned | 2018-03-01T03:40:48Z | - |
dc.date.available | 2018-03-01T03:40:48Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Computers & Education, 2018, v. 120, p. 227-240 | - |
dc.identifier.issn | 0360-1315 | - |
dc.identifier.uri | http://hdl.handle.net/10722/251534 | - |
dc.description.abstract | Persistence in any of the growing variety of e-learning formats is a longstanding and pernicious problem. The widely acknowledged nature of this issue makes the considerable gap in our understanding of students’ motivation to e-learn a serious concern. Building on initial studies, the current research examines important predictors and outcomes of students’ motivation for weekly review and extension e-learning experiences within a blended course. The present study aimed to simultaneously provide variable and person-centred longitudinal perspectives on students’ motivations to e-learn, thereby illustrating the potential outcomes of these experiences and indicating how they might be better structured and supported. Japanese students (n=642) studying in a blended course of foreign language study (two classes a week, with weekly online review and extension activities) completed surveys at three time points across an academic semester of study. Prior language competency and final e-learning completion were also included in modelling. Variable-centred results highlighted the essential role of teachers in supporting students’ ability, value and effort related motivations for studying online. All three motivations played an important role in predicting e-learning completion. Person-centred results tracking student movement between latent subgroups confirmed the importance of teachers, but also indicated a prior competence threshold below which teacher efforts alone might be insufficient to support substantive motivation for e-learning, and thereby, e-learning completion. The theoretical and practical implications of the present study’s findings regarding teacher-support and initial content competence 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.title | Staying motivated to e-learn: Person- and variable-centred perspectives on the longitudinal risks and support | - |
dc.type | Article | - |
dc.identifier.email | Fryer, LK: fryer@hku.hk | - |
dc.identifier.authority | Fryer, LK=rp02148 | - |
dc.identifier.doi | 10.1016/j.compedu.2018.01.006 | - |
dc.identifier.scopus | eid_2-s2.0-85042295530 | - |
dc.identifier.hkuros | 284171 | - |
dc.identifier.volume | 120 | - |
dc.identifier.spage | 227 | - |
dc.identifier.epage | 240 | - |
dc.identifier.isi | WOS:000428002300017 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0360-1315 | - |