Investigation of the Academic Motivations of the Students Studying Through Distance Education System in Terms of Some Variables / a Case Study of Sakarya University (original) (raw)
Related papers
The Influence of Learning Motivation with Technology-Based Distance Learning System
2018
This study aims to analyze the Influence of Learning Interest and Motivation on the Bidikmisi and CSR Scholarship Recipients' Learning Achievement at Regional office of Ternate, Universitas Terbuka. The population of the study is 44 recipients of bidikmisi and CSR scholarships who are still active until the 2016/2017 academic year. The samples were selected using total sampling. The analysis is conducted gradually, which is through validity test, reliability test, normality test, multicolinearity test and multiple regression analysis. The results of hypothesis test show that the learning interest and motivation have positive and significant influence on the learning achievement of the bidikmisi and CSR scholarships recipients.
PSYCHOLOGICAL VARIABLES OF ESTIMATING DISTANCE LEARNERS' MOTIVATION
The correlation between distance education motivation levels of students and their online experiences and satisfaction is studied in this paper; and the reasons of their satisfaction and dissatisfaction according to their motivation levels are described. In this study, 183 students, who were taking English and Turkish courses at Ankara University between 2013-2014 academic year through distance education participated. The study which was designed in the form of sequential mixed method research design, " Motivation and Learning Strategies Inventory " and " Online Student Satisfaction Scale " were utilized to collect data and structured interview forms that were developed by the researchers and they were also used to determine students' online learning experiences and their satisfaction levels about distance education. Three motivation levels as low-medium-level-high were identified by clustering analysis. Logistic regression analysis was performed to evaluate motivation levels and satisfaction data and content analysis was applied to evaluate the reasons behind their satisfaction. A significant correlation was found between the students' motivation levels and their online learning experiences and satisfaction. When it comes to the reasons of their satisfaction and dissatisfaction, the students who have low and medium-level motivation levels said that their dissatisfaction was due to lack of interaction and negative perceptions and their dependence on conventional education. On the other hand, the students who have high motivation stated that their satisfaction was because it is free from time and space, suitable for reviews, provides effective learning and meets the requirements of this age. The students who were not satisfied in three different motivation levels mentioned the problems of internet access and lack of synchronization between the picture and the sound in the videos.
Participatory Educational Research, 2016
Objective. This study determined the factors affecting the academic success of students receiving distance education and examines the relationships between these factors. As a result of the factor analysis, the relationships between the variables of motivation, personal development and basic computer usage that were separated into groups were tested using the structural equation modeling. Methods. A 5 point likert scale that was prepared according to expert opinion was applied to the sample group consisting of students receiving associate degree education at Kırıkkale University Distance Education Center (KUZEM). The study hypothesis presented a relationship between the variables of motivation, personal development and basic computer usage that were asserted to have an effect upon the student success. The hypothesis test was performed using the structural equation modeling. Findings. This part involves the results of the structural equation modeling that tested the reliability analysis, factor analysis and the study hypothesis. Results. (1) Variables in the variable group involving questions aimed at students in the process of education like "have you received distance education?", "are efficient materials being used" and "what is your level of using the presentation program", (2) Among the variable groups whose effects upon the student success were examined, there is a two-sided and significant relationship between the motivation and the personal development level, (3) There is no significant relationship between the basic computer usage and the personal development.
Higher Education Studies, 2021
This study investigates the extent to which students’ motivation has changed following the decision to offer all courses entirely online as an emergency remote teaching (ERT). Many scholars describe online learning as the future of education. This mode will soon replace on-campus instruction; thus, such a study is important for higher education institutions (HEIs) that decide to use technology platforms at the times of unpredicted crises. Recent research has focused attention on student motivation in online learning contexts. However, this project results from the sudden transformation to remote online learning caused by COVID-19. The study involved 20 students from an Omani university who participated in four focused group discussions. The findings revealed that students’ motivation in remote online learning is impacted by several academic factors (e.g., teachers and lack of group work) and non-academic factors (e.g., internet connectivity and family obligations).
Students’ Motivation in Distance Higher Education: The Role of Intrinsic Motivation
ICERI2017 Proceedings, 2017
Motivation affects learning and plays an important role in the field of education. In addition, adult's motivation for participating in lifelong learning is of immediate interest since it is regarded as a possible solution for the constantly rising unemployment. According to the bibliography students have extrinsic (praises, grades, social and financial rewards) and intrinsic (mastering, knowledge) motivation. It seems that learning most of the time is associated with intrinsic motivation. The Hellenic Open University recently begun to offer six new postgraduate programs introducing several innovations in order to change the landscape of distance education in Greece since it's the unique university that offers postgraduate studies with this method. Aiming to improve the educational procedure of the new programs an evaluation questionnaire with open-ended questions was given to the students. Among other things, students were asked to describe the motives that led them chose each program. In this paper we discuss students' intrinsic motivation and examine if it is differentiated according to various factors, such as students' age and gender. Our sample is 1026 students of the six postgraduate programs that answered the questionnaire. By the analysis made we attempt to identify the factors that affect adult students' intrinsic motivation in distance learning environments in order to improve teaching methodology and structure of existing and forthcoming programs.
Factors affecting student motivation in distance education
2011
Motivated students are important in all forms of education even more so in distance-education where students are alone in their efforts. The overall goal of this study is to increase the quality in distance education, course creation, and emoderation. This paper examines the issue of motivating students and explores the various factors that influences motivation. The total sample was 398 students out of a population of 948 (41,9%). This study is based on two questions. Namely, (1) Self-studies of any kind relies heavily on personal motivation, what affects your level of motivation in a positive way? (2) Self studies of any kind rely heavily on personal motivation, what affects the level of motivation in a negative was? Data was collected during a summer course held 2009 and 2010 using an online survey tool and the data was then analyzed using grounded theory. This method of analysis is well suited for qualitative studies since it allows the researcher the ability to explore the coll...
Recently the numbers of distance education programs and students enrolling in them have increased significantly. This increase also carries the question of what factors may have an effect on academic success. The demographic features, motivation levels, personal development status and basic computer literacy of students have been taken into account and their effects on the academic success of students have been analyzed. With this purpose, surveys prepared with the help of professional opinion have been applied to certain groups. The sample group of this study consists students of the Kırıkkale University Distance Education Center and the formal education students of the Kırıkkale Vocational School. The results have been analyzed with the help of the SPSS data analysis program (version 22.0) and have been turned into figures. The academic success of distance learning students and formal education students have been compared and this data has been used to identify whether there are any significant connections between academic success and the factors determined. In the conclusion of this study, the figures have been explained separately, and suggestions have been made regarding both distance education and formal education.
The relation between distance education students' motivation and satisfaction
Turkish Online Journal of Distance Education, 2015
The aim of the present study, within the frame of self-determination theory (SDT), was triple: a) to examine the structural validity of the “Situational Motivation Scale” (SIMS) in the field of distance education, b) to investigate the correlation between the subscales of the motivation and satisfaction of students who attend distance education classes and c) to examine the possibility of predicting the subscales of satisfaction from the subscales of motivation in the open and distance education. The sample consisted of 144 students who participated in the course of “Arts II: Overview of Greek Music and Dance” of the Hellenic Open University. For the purposes of the study, two scales were used: a) The modified Greek version (Papaioannou et al., 2007) of the “Situational Motivation Scale” (SIMS) (Guay et al., 2000), b) The modified Greek version (Theodorakis, & Bebetsos, 2003; Bebetsos, & Theodorakis, 2003) of the “Scale of Satisfaction” (Chelladurai & Riemer, 1997). The results of the research are considered positive for the adjustment of the instrument measuring the motivation of students in distance education. Identified regulation and intrinsic motivation presented high values, as much as the two subscales of satisfaction: personal outcome and leadership. Extrinsic motivation presented middle levels and the subscale amotivation, very low levels. The subscale personal outcome is connected positively to the self-determined forms of motivation and negatively to those which are less self-determined. Finally, it has been found that intrinsic motivation and amotivation are subscales which predict personal outcome and leadership. In conclusion, the findings of this research allow a better understanding of the motivation process, which explains the satisfaction of the students, while attending a class.
Journal of Educational Technology and Online Learning
The aim of this study is to investigate the academic motivation levels of undergraduate students taking distance education during the pandemic in terms of various demographic and technology-related variables. The research was designed with survey model. Data of the study were collected from 170 undergraduate students. "Academic Motivation Scale" and personal information form were used as data collection tools. The collected data were analyzed with Kendall's tau correlation test, independent sample t-test and one-way analysis of variance. According to results of the study, it was found that academic intrinsic and extrinsic motivation levels of the undergraduates taking distance education are high and their amotivation levels are low. It was determined that there were significant differences between the students' thoughts on whether to pursue postgraduate education in the future and their academic intrinsic and extrinsic motivation levels, but there was not any signi...