, 15-18: E-Learning and Mobile Learning Kopp, Schulze, Mandl Design Principles in E-Learning Which Design Principles Influence Acceptance and Motivation in Professional E-Learning? Birgitta Kopp, Elvira Schulze Heinz Mandl 1/22

, 15-18: E-Learning and Mobile Learning Kopp, Schulze, Mandl Design Principles in E-Learning Problem E-Learning is increasingly used in the context of further education Companies expect a sustainable usage with learners accepting the learning environment and motivation to learn with it But which criteria of e-learning lead to a sustainable usage? Didactical, media or technical design criteria? 2/22

, 15-18: E-Learning and Mobile Learning Kopp, Schulze, Mandl Design Principles in E-Learning Theoretical background Effective use of e-learning is mainly based on learners’ acceptance of the learning environment and motivation to learn with it (Bürg & Mandl, in press) Acceptance: Attitudinal and behavioral acceptance –Attitudinal acceptance: affective component (anxiety, enjoyment), cognitive component (cost and benefits) –Behavioral acceptance: observable behavior, e.g. usage 3/22

, 15-18: E-Learning and Mobile Learning Kopp, Schulze, Mandl Design Principles in E-Learning Theoretical background Learning motivation: –Desire or intention to learn more about a specific topic/issue ( Schiefele, 1991 ) –Essential for knowledge acquisition ( Deci & Ryan, 1992 ) –Influences all acts and processes that lead to knowledge acquisition 4/22

, 15-18: E-Learning and Mobile Learning Kopp, Schulze, Mandl Design Principles in E-Learning Theoretical background Acceptance and motivation could be achieved through an adequate design of the learning environment Didactical design: –Balance between active, constructivist phases and instructional elements (Reinmann-Rothmeier & Mandl, 2001; Kirschner, Sweller & Clark, 2006) –Blended Learning (Oliver & Trigwell, 2005): Combination of different media and methods Face-to-face and virtual phases Self-directed individual and collaborative phases 5/22

, 15-18: E-Learning and Mobile Learning Kopp, Schulze, Mandl Design Principles in E-Learning Theoretical background Media design: –Modularization: Content provided in modular way –Visualization: Not only text, but also pictures/animations –Interactivity: Interactive tasks, problems with immediate feedback Technical design: –Adequate hard- and software –Internet connection 6/22

, 15-18: E-Learning and Mobile Learning Kopp, Schulze, Mandl Design Principles in E-Learning Research Questions 1.To what extent do didactical, media, and technical design principles influence acceptance? 2.To what extent do didactical, media, and technical design principles influence motivation? 7/22

, 15-18: E-Learning and Mobile Learning Kopp, Schulze, Mandl Design Principles in E-Learning Learning Environment 8/22 Training of pharmaceutical sales representatives for a new medicament Components of the learning environment: –Web-Based Training (systematically provided factual knowledge and video sequences) –Virtual Conference Room –Further information and communication tools (library, current news)

, 15-18: E-Learning and Mobile Learning Kopp, Schulze, Mandl Design Principles in E-Learning Learning Environment 9/22

, 15-18: E-Learning and Mobile Learning Kopp, Schulze, Mandl Design Principles in E-Learning Learning Environment 10/22 Didactical design: Blended Learning –Alternating face-to-face and virtual phases –Alternating self-directed individual and collaborative phases Media design: –Modularization (modular presentation of the content) –Visualization: video sequences –Interactivity: Interactive tasks Technical design: –Hard- and software was provided –Professional technical support

, 15-18: E-Learning and Mobile Learning Kopp, Schulze, Mandl Design Principles in E-Learning Sample, Task, Data Sources Sample: 117 sales representatives Task: Knowledge acquisition of a new medicament Data Sources: Questionnaire on the dimensions –Design of the e-learning environment –Acceptance –Motivation 6-point Likert Scale from 1.00 “do not agree at all” to 6.00 “totally agree” 11/22

, 15-18: E-Learning and Mobile Learning Kopp, Schulze, Mandl Design Principles in E-Learning Data Sources Design of the e-learning environment: Didactical design ( 3 items each ): –Alternation between face-to-face and online phases (Cronbach’s Alpha =.67) –Alternation between individual and collaborative phases (Cronbach’s Alpha =.61) Media design ( 4 items, Cronbach’s Alpha =.90 ) Technical design –Technology of WBT (14 items, Cronbach’s Alpha =.82) –Technology of virtual learning environment (9 items, Cronbach’s Alpha =.82) 12/22

, 15-18: E-Learning and Mobile Learning Kopp, Schulze, Mandl Design Principles in E-Learning Data Sources Acceptance: Attitudinal acceptance (4 items, Cronbach’s Alpha =.87) Behavioral acceptance (4 items, Cronbach’s Alpha =.70) Motivation: 3 items, Cronbach’s Alpha =.70 13/22

, 15-18: E-Learning and Mobile Learning Kopp, Schulze, Mandl Design Principles in E-Learning Descriptive Data: E-learning environment 14/22 NMSDMinMax Didactical design: face-to- face and virtual phases Didactical design: WBT and conference room Media design Technical design: WBT Technical design: virtual learning environment point Likert Scale from 1.00 (do not agree) to 6.00 (totally agree)

, 15-18: E-Learning and Mobile Learning Kopp, Schulze, Mandl Design Principles in E-Learning 15/22 Descriptive Data: Acceptance and Motivation NMSDMinMax Attitudinal acceptance * Behavioral acceptance Motivation point Likert Scale from 1.00 (do not agree) to 6.00 (totally agree) * Theoretical maximum was 7.00

, 15-18: E-Learning and Mobile Learning Kopp, Schulze, Mandl Design Principles in E-Learning Results Question 1 16/22 Multiple linear regression analyses for predicting attitudinal acceptance (n= 108). BSE Bβt Didactical design: WBT- conference room ** Notes: *p<0.05; **p<0.01, R² =.21, F(1,108) = 28.89, p<.01, R korr ²=.20.

, 15-18: E-Learning and Mobile Learning Kopp, Schulze, Mandl Design Principles in E-Learning Results Question 1 17/22 Multiple linear regression analyses for predicting behavioral acceptance (n= 108). BSE Bβt Didactical design: ftf- virtual phases * Media design ** Notes: *p<0.05; **p<0.01, R² =.25, F(2,106) = 17.67, p<.01, R korr ²=.24.

, 15-18: E-Learning and Mobile Learning Kopp, Schulze, Mandl Design Principles in E-Learning Results: Question 2 18/22 Multiple linear regression analyses for predicting motivation (n= 109). BSE Bβt Didactical design: ftf- virtual phases ** Media design ** Notes: * p<0.05; ** p<0.01, R² =.33, F(2,107) = 26.44, p<.01, R korr ²=.32.

, 15-18: E-Learning and Mobile Learning Kopp, Schulze, Mandl Design Principles in E-Learning Discussion I – Didactical Design Didactical Design influences attitudinal and behavioral acceptance as well as motivation Attitudinal acceptance was influenced by the combination of individual and collaborative phases  Balance between construction and instruction Behavioral acceptance and motivation were mainly influenced by the combination of face-to-face and virtual phases  Social integration of learners is relevant for their actual usage and motivation to learn with it 19/22

, 15-18: E-Learning and Mobile Learning Kopp, Schulze, Mandl Design Principles in E-Learning Discussion II – Media Design Media Design influences behavioral acceptance as well as motivation  Modularization reduces learning time and enables the choice of the learning material according to prior- knowledge  Visualization reduces monotony of often mainly text- based learning environments  Interactivity stimulates learners activity 20/22

, 15-18: E-Learning and Mobile Learning Kopp, Schulze, Mandl Design Principles in E-Learning Discussion III – Technical Design In this study, no technological issues occurred  This may be a reason for not playing a role for acceptance and motivation  But it does not mean that technology is not important, because technology is a key pre-requisite for working within virtual learning environments (see also study of Goodhue, 1995).  Therefore, a replication of the study is necessary 21/22

, 15-18: E-Learning and Mobile Learning Kopp, Schulze, Mandl Design Principles in E-Learning Educational and scientific importance Especially in further education that occurs alongside day-to-day work acceptance and motivation are key- factors for a sustainable usage of virtual learning environments This implies that when designing e-learning environments, a blended learning scenario is necessary in which virtual phases for knowledge acquisition alternate with presence meetings for discussions The media design should be modular, visually illustrated and interactive 22/22

, 15-18: E-Learning and Mobile Learning Kopp, Schulze, Mandl Design Principles in E-Learning Thanks for your attention!