Staying motivated to e-learn: Person- and variable-centred perspectives on the longitudinal risks and support

Abstract

in any of the growing variety of formats is a longstanding and pernicious problem. The widely acknowledged nature of this issue makes the considerable gap in our understanding of students’ 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 .

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.

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.

, 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.

Fryer, L. K., & Bovee, H. N. (2018). Staying motivated to e-learn: person- and variable-centred perspectives on the longitudinal risks and support. Computers & Education.