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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Going the Distance With Distance Learning: An Analysis of Motivational Factors That Influence E-Learning Course Completion Rates

Going the Distance With Distance Learning: An Analysis of Motivational Factors That Influence E-Learning Course Completion Rates

Reynolds, Kevin A.

Paperback

Business GeneralGeneral Education

ISBN10: 1249841003
ISBN13: 9781249841005
Publisher: Biblioscholar
Published: Oct 17 2012
Pages: 132
Weight: 0.43
Height: 0.28 Width: 6.14 Depth: 9.21
Language: English

Currently, e-learning technology is being used to train and educate a myriad of personnel and each year enrollment numbers grow. Evidence shows, however, that completion rates among e-learners are lower than that of traditional learners. Motivational theory is applied to this problem to explain why e-learners initiate, sustain, and terminate behavior. In particular, an integrative motivational model, that highlights distal and proximal processes, is introduced to identify and measure those factors most likely to influence e-learning course completion rates. Findings offer recommendations that may be useful to e-learning course instructors, administrators, and designers. Three research questions, guided by 13 hypotheses, were used to investigate motivational theory and its relation to e-learning course completion rates. Eight (8) e-learning courses were analyzed along with 497 responses received from an on-line survey. Data was coded according to whether the student completed or dropped the course. Statistical analysis showed that e-learners are more likely to invest their time, talent, and energy when they encounter fewer technical problems, fewer distractions, and more environmental support from supervisors and instructors. Furthermore, lengthy modules and low self-efficacy were found to decrease the motivational tendency to persist. Overall, results demonstrated that motivational theory can be used to predict and explain those factors most likely to influence a person's desire to go the distance with e-learning. Practical and theoretical implications of the research are discussed.

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