Procedia - Social and Behavioral Sc

Procedia - Social and Behavioral Sciences 181 ( 2015 ) 423 – 430
Available online at www.sciencedirect.com
ScienceDirect
1877-0428 ©
2015 Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(
http://creativecommons.org/licenses/by-nc-nd/4.0/
).
Peer
-review under responsibility of Uluslararası Stratejik Yönetim veYöneticiler Derneg ̆i (usyyd) (International Strategic Management
and Managers Association).
doi: 10.1016/j.sbspro.2015.04.905
3
rd
International Conference on Leadership, Technology and Innovation Management
Effects of e
-
learning on students' motivation
Safiyeh Rajaee Harandi
*
MA. Student in educational planning at Allameh Tabatabai University, Tehran, Iran (Islamic Republic of)
Abstract
E-
learning has a significant role in instruction of students in higher education, so the objective of this study is
in
vestigating the strength of the relationship between e
-
learning and students' motivation among students
pa
rticipating in the research. This research was conducted in Tehran Alzahra University. Overall, the outcomes of
this study have confirmed that e
-
learning is an element which affects students’ motivation.
Design/
methodology/approach
–
A questionnaire was applied to collect data from students of Tehran Alzahra
Univ
ersity; and the statistical method of Pearson's
correlation coefficient, was used for data analysis.
Research limitations/implications
–
The analysis is executed in an only country therefore, attention must be paid
in
generalization of the outcomes.
Practical implications
–
The outcomes of this research will be helpful in developing countries for educational
th
inkers to better comprehend effects of e
-
learning on students' motivation.
Keywords:
E-
learning, students' motivation, higher education
©
201
3
Published by Elsevier Ltd.
Selection and/or peer
-
review under responsibility
of
3
rd
International
Conf
erence on Leadership, Tech
nology and Innovation Management
1.
Introduction
The traditional instructional delivery system in univer
sitie
s for a long time has been a classroom with
a professor giving speeches to students and th
e students listening and taking notes. Communication
between the professor and students has been identified
to be a critical learning component in this delivery
platform. Novelties in education
al delivery systems like interactive and reflective schools of thought
*Corresponding author. Tel.: + 9893
-5
486
-
2475
E-
mail address: safiyehrajaee@gmail.co
m
© 2015 Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(
http://creativecommons.org/licenses/by-nc-nd/4.0/
).
Peer
-review under responsibility of Uluslararası Stratejik Yönetim veYöneticiler
Derneg
̆i (usyyd) (International Strategic Management
and Managers Association).
424
Safi yeh Rajaee Harandi / Procedia - Social and Behavioral Sciences 181 ( 2015 ) 423 – 430
(Haverila & Barkhi, 2009 ; Tamrakar & K. Mehta, 2
011) have, however, challenged the traditional
attitudes to education. Technology suggests many
new characteristics that ca
n be applied to make
instruction more interesting to learners (Keller &
Suzuki, 2004). It is usually supposed that new
technologies make modifications in instruction. Many proponents of e
-
learning consider that everyone
sh
ould be prepared with basic knowledge of technology, as well as utilize it as a mean for getting
educational aims (E
-
learning, 2013).
As an outcome of this, many universities have used e
-
learning in a main way. For this reason the
n
ecessity for academic and technical knowledge to teach utilizing the Internet has been appeared, and this
knowledge is becoming core proficiency for many professors. Some scholars have predicted that the
traditional classroom will vanish. E
-
learning has entered the instruction as well as the corporate world in
a
main way and it also completes the traditional deliver
y styles. It has enabled the traditional educational
patterns like distance lea
rning (Haverila & Barkhi, 2009 ; Tamrakar & K. Mehta, 2011). Traditionally e
-
learning in the higher education model, i.e. at univers
it
y, has been engaged to: (1) rises visibility of
university, (2) stretch the educational suggestion, and (3) as learning “virtualization”. Furthermore e
-
learning is a crucial device that professors can use to
en
hance students' motivation and education (Mateo,
Pérez del Rey, & Hernández, 2010).
E-
Learning has become a crucial component of teaching
i
n universities. There are some theories such
as reasoned action (TRAs) and planned behavior th
at have been used as structures for studing the
motivational and contextual elements that impact par
taking in instruction activities (N. Garavan, Carbery,
O’Malley, & O’Donnell. 2010). E
-
learning has become a common style of providing educational
m
aterials in higher education by universities in every pa
rt of the world. Because of these changes there is
an increasing need for flexible deliv
erance of education. Distant learning
takes an imperative part in this.
Even though distant learning had been common long before the introduction of the internet, technological
development has enabled ICT to become a more main
device for other forms of learning. In education,
the web (World
-
Wide
-
Web) has usually been used as a source of
in
formation or even as a learning device
(Mahieu & Wolming, 2013). All these models or methods hold that it is crucial to produce the learner’s
motivation. For this reason, numerous of the computer
-
based learning environments constructed present
realis
tic problems.
2. Literature Review and Hypotheses
In recent years e
-
learning has been the subjects of many researches, Keller & Suzuki (2004) studied
on
Learner motivation and e
-
learning design; the results of their empirical studies have approved the
v
alidity of their model for the systematic design
of motivationally enhanced instruction in E
-
learning
setti
ngs with regard to diminishing drop
-
out rates and other positive motivational results. Tarans
'
(2005)
stu
dy about Motivation Techniques in eLearning, sugg
ests 10 techniques (Manding stimuli, Anticipation,
Incongruity, Concreteness, Variability, Humor,
Inquiry, Participation, Breaks and energizers,
Storytelling) for catching and keeping students' attention, which are regarded as the most important
elements in obtaining motivation while learning online.
Schaer, Roizard, Christmann & Lemaitres’
(200
6) study deals with using an e
-
learning course at ENSIC in France. The results of their study
dem
onstrate that this new teaching does not decrease
the time of teaching but encourages more active
learning, moreover a better understanding of technology
for students to proceed with their own ability.
Rovai, Ponton, Wighting, & Baker, (2007) studied on student Motivation in Traditional Classroom
and E
-
Learning Courses, Their study results give
e
vidence that students who are taught by e
-
learning are
m
ore intrinsically motivated than students who go to Traditional Classroom, They found that there were
no differences in three extrinsic motivation measures or a motivation. And also, the outcomes showed
that graduate students were more intrinsically motivated than undergraduate students in e
-
learning and
trad
itional education.
Liaw, Huang & Chens’ (2007) researchs’ aim was to examine learners’ appr
oach
toward e
-
learning systems they believed that learners’ approaches can be classified four different factors
425
Safi yeh Rajaee Harandi / Procedia - Social and Behavioral Sciences 181 ( 2015 ) 423 – 430
“e
-
learning as a learner autonomy environment, e
-
learning as a problem
-
solving environment, e
-
learning
as a
multimedia learning environment, and
teachers as assisted tutors in e
-
learning.
Wan, Wang, &
Hag
gerty (2008) in their study believed that having experience with ICT and virtual competence were
two important elements that affected e
-
learning and had a positive influence on its results, They tested
th
eir hypotheses on a sample of 383 students partakin
g in online courses, Their
findings approved the
effect of virtual capability and exposed a nuanced mechanism by which experiences with ICT influenced
e-
learning results. Payne et al. (2009) investigated whether an e
-
learning approach which utilizes
con
structivist principles can be effec
tively used to train staffs in a highly specialized skill thought to need
expert individuals and extensive prolonged training,
Lastly their study displayed that workplace learners
can be better assisted by e
-
learning settings rather than routine training as they let asynchronous learning
and priv
ate study which are valued by staffs who have
other requests on their time and are more relaxed
getting tuition privately.
Paechter & Maier (2010) studied about Austrian students’ favorite aspects of e
-
learning courses that enable them for learning and
ab
out the time students choose online or face
-
to
-
face
lear
ning, the result of their study showed that Students
chose online learning because of providing an
obvious structure of learning material and they chose face
-
to
-
face learning for communication goals in
w
hich a shared comprehension has to be extracted.
Lawa, Lee, Yu (2010) believed that computer
prog
ramming skills create one of the main proficie
ncies. Their research showed that improving well
programming skills usually needs students to do a lo
t of training, which cannot stand if they aren’t
sufficiently motivated. A research model is ad
opted relating numerous motivating factors, self
-
efficacy,
and also t
he influence as a result of e
-
learning system. Moreover the results indicate that a well assisted e
-
learning situation increases learning motivation.
Yengina, Karahocab, Karahocab, & Yücelb, (2010), studied about the roles of
teachers in e
-
learning,
in
their paper a model of teachers’ role in the e
-
learning system has been discussed, According to the
m
odel they provide pathways