Abstract
In the age of life long learning and increased competition for time, self (i.e., intrinsic) motivation becomes a key issue. Students need to be self-motivated in the absence of more formal structure. This is especially true in on-line learning environments where direct instructor influence is mitigated. Online learning environments typically embrace many choices in ways in which learning material is presented and interaction with students is supported in both individual and collaborative contexts. As such it is imperative that we better understand the implications of various learning activities on aspects of intrinsic motivation in e-learning. In this paper we examine these effects through qualitative analysis of semi-structured interviews with students in an on-line MBA program. Results encourage use of a pedagogically driven portfolio of learning activities supported by well-selected and integrated audio, video and data technologies.
Recommended Citation
Vogel, Doug; Shroff, Ronnie; Lee, Fion; Kwok, Sharon; and Coombes, John, "Student e-Learning Intrinsic Motivation: a Qualitative Analysis" (2002). PACIS 2002 Proceedings. 38.
https://aisel.aisnet.org/pacis2002/38