Going the Distance With Distance Learning - Reynolds, Kevin A
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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…mehr

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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. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.