Abstract
Several attributes of students, as the primary participants of e-learning systems, have been major subjects of intense research over the past decade. Prior research findings identified a set of 31 determinants that have a significant effect on satisfaction and learning outcomes [Bitzer and Janson, 2014]. Structural equation modeling is applied to examine the effects of intrinsic motivation, extrinsic motivation, and selfregulated learning strategies on e-learners’ satisfaction and their 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 motivation, self-regulated learning strategies affect e-learners’ learning outcomes. However, extrinsic student motivation had no significant relationship with learning outcomes. Nevertheless, it affected the self-regulated learning. The findings suggest that intrinsic motivation was the strongest predictors of e-learners’ learning outcomes.
Recommended Citation
Eom, Sean, "The Effects of Student Motivation and Self-Regulated Learning Strategies on Student's Perceived E-learning Outcomes and Satisfaction" (2015). Proceedings of the 2015 AIS SIGED: IAIM International Conference on Information Systems Education and Research. 12.
https://aisel.aisnet.org/siged2015/12