Motivation and Learner Characteristics Affecting Online Learning and Learning Application 指導教授： Chen, Ming-puu 報 告 者： Chen, Wan-Yi 報告日期： Lim, D.H.& Kim, H. (2003).Motivation and learner characteristics affecting online learning and learning application. Journal of Educational Technology Systems,31(4),

2 Introduction Very few studies have sought to address motivational issues in online teaching and learning Motivational variables and learner characteristics are both to affect students’ learning achievement Focus on mastering the subject content of a course without providing opportunities to apply

3 Conceptual framework of online learning motivation Online learning motivation –Reinforcement – grades/ instructor feedback/ peer support/ technical support –Relevance – the value of course content related to learner jobs and studies –Interest – learning task is challengeable and utilizes –Self-competence – generally described as the degree to which one believes that he or she is able to achieve a given task –Affect – influences a learner feeling and emotion in learning and transferring of learning

4 Methodology _ Purpose What is the degree of learning and application of learning perceived by a group of online learners in taking an online course? What kinds of learner characteristics affect the online learners’ learning and learning application? What types of motivation affect the online learners’ learning and learning application?

5 Methodology_ Methodology Qualitative and quantitative research methods to explore the research questions Included 77 undergraduate students Obtain the students’ level of motivation and perceived degree of learning To teach curriculum content in program evaluation for undergraduate students

6 Results (1) Degree of learning and learning application

7 Results (2)

8 Results (3)

9 Results (4)

10 Discussions (1) Learner characteristics –Gender effect also exists on the aspect of learning application female students seemed to attribute their successful learning experiences from external sources Male students find those from internal orientation –Work experience Fulltime students would have had a greater intention to apply their learning The time spent on studying learning modules and interactions

11 Discussions (2) Online learning motivation –All motivation variables except course interest seemed to affect students’ learning –Reinforcement and self-efficacy influenced students’ learning application Course interest did not make influence –Interest as a relatively less important reason to their high learning –Also did not show strong relationship with other motivation variables

12 Discussions (3) Instructional strategies to augment learning –Provide ample opportunities to practice learning is critical for meaningful learning and transfer Real-world practice during learning by engaging learners in authentic, problem-solving situations –Applying collaborative learning principles –Emphasize the co-construction process and idea sharing Timely feedback and support –Online instruction has been said to be the lack of instructor student relationship –Checking students’ learning progresses and sending frequent for feedback and encouragement

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