E-Learners

Paper Summary:

This paper explains that, if e-learning administrators and faculty were able to identify specific characteristics, including potential motivation orientations that contribute to successful learner choices, they would be better equipped to properly align current and prospective students with appropriate e-learning courses and programs and thereby increase students' chances for educational success. The author proposes a quantitative causal comparative study using inferential statistical analysis. The paper points out that five independent variables are motivation orientations, family status, employment status, financial status and age group and the one defendant variable is academic performance. The paper includes figures, charts, tables and a survey.

Table of Contents:
Introduction
Problem Statement
Research Questions
Literature Review
Motivation Orientation
Family Status
Employment Status
Financial Status
Age
Conceptual Framework and Theoretical Orientation
Hypothesis
Methodology
Research Design
Measures
Study Population
Data Collection Tools
Variables - Independent and Dependent Variables
Statistical Analysis
Appendix A: Items and Factor Loadings for the Intrinsic Motivation Scale
Appendix B: Items and Factor Loadings for the Extrinsic Motivation Scale
Appendix C: Survey

From the Paper:

"Students are motivated to learn because of extrinsic motivation or intrinsic motivation. Academic intrinsic motivation is a factor that is essential for college success. A large number of students carry out education to or past the college level. The motivations behind such academic persistence vary across many intrinsic and extrinsic factors. Many college students find that their level of motivation is not sufficient enough to guide them in carrying out their academic careers. Motivation to learn can be extrinsic motivation or intrinsic motivation. Extrinsic motivation is an involvement as a means to an end. Intrinsic motivation is an involvement for its own sake. A survey will be used to determine the motivation orientations."

Sample of Sources Used:

• American Federation of Teachers (2001), New AFT report proposes standards for online program, Black Issues in Higher Education, Vol. 17 No. 25.
• Anonymous, (2000) Cost discourages HE participation." Education &Training. London: 2000.Vol.42, Iss. 8/9.
• Besich, M., (2005) Learner tactics of successful online learners. Downloaded onDecember 2005 at http://wwwlib.umi.com/dissertations/preview_all/3166920.
• Borcoman, G. (2004) Student outcomes in selected distance learning and traditionalcourses for the Dallas County Community College District: A pilot study. University of North Texas: available at http://proquest.umi.com/pqdweb?did=845709961&sid=20&Fmt=2&clientId=29440&RQT=309&VName=PQD
• Brophy, J. (1983). Conceptualizing student motivation. Educational Psychologist, 37.

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