Start Date
16-8-2018 12:00 AM
Description
Several attributes of students, the primary participants of e-learning systems, have been major subjects of intense research over the past decade (Bitzer and Janson 2014). Structural equation modeling is applied to examine the effects of intrinsic motivation, extrinsic motivation, student-student dialogue, and student-instructor dialogue on e-learners’ perceived learning outcomes in the context of university online courses. A total of 372 valid, unduplicated responses from students who have completed at least one online course at a university in the Midwest were used to examine the structural model. The results indicated that intrinsic and extrinsic motivation exhibit higher positive correlations with student-student (SS) dialog and self-regulated learning strategy. Moreover, self-regulated learning strategies, SS dialog, and SI dialog positively affect the e-learners’ perceived learning outcomes. However, extrinsic student motivation shows a positive correlation with SS dialog, but it had no significant relationship with SI dialog.
Recommended Citation
eom, sean, "THE EFFECTS OF STUDENTS’ MOTIVATION AND STUDENT-STUDENT DIALOGUE, STUDENT-INSTRUCTOR DIALOGUE ON STUDENTS’ PERCEIVED E-LEARNING OUTCOMES" (2018). AMCIS 2018 Proceedings. 6.
https://aisel.aisnet.org/amcis2018/Education/Presentations/6
THE EFFECTS OF STUDENTS’ MOTIVATION AND STUDENT-STUDENT DIALOGUE, STUDENT-INSTRUCTOR DIALOGUE ON STUDENTS’ PERCEIVED E-LEARNING OUTCOMES
Several attributes of students, the primary participants of e-learning systems, have been major subjects of intense research over the past decade (Bitzer and Janson 2014). Structural equation modeling is applied to examine the effects of intrinsic motivation, extrinsic motivation, student-student dialogue, and student-instructor dialogue on e-learners’ perceived learning outcomes in the context of university online courses. A total of 372 valid, unduplicated responses from students who have completed at least one online course at a university in the Midwest were used to examine the structural model. The results indicated that intrinsic and extrinsic motivation exhibit higher positive correlations with student-student (SS) dialog and self-regulated learning strategy. Moreover, self-regulated learning strategies, SS dialog, and SI dialog positively affect the e-learners’ perceived learning outcomes. However, extrinsic student motivation shows a positive correlation with SS dialog, but it had no significant relationship with SI dialog.