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Motivation of the E-Learner: Theories, Practices, and Perceptions

Motivation of the E-Learner: Theories, Practices, and Perceptions

Lex McDonald, Allie McDonald
Copyright: © 2013 |Pages: 20
ISBN13: 9781466619630|ISBN10: 1466619635|EISBN13: 9781466619647
DOI: 10.4018/978-1-4666-1963-0.ch013
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MLA

McDonald, Lex, and Allie McDonald. "Motivation of the E-Learner: Theories, Practices, and Perceptions." Virtual Mentoring for Teachers: Online Professional Development Practices, edited by Jared Keengwe and Lydia Kyei-Blankson, IGI Global, 2013, pp. 243-262. https://doi.org/10.4018/978-1-4666-1963-0.ch013

APA

McDonald, L. & McDonald, A. (2013). Motivation of the E-Learner: Theories, Practices, and Perceptions. In J. Keengwe & L. Kyei-Blankson (Eds.), Virtual Mentoring for Teachers: Online Professional Development Practices (pp. 243-262). IGI Global. https://doi.org/10.4018/978-1-4666-1963-0.ch013

Chicago

McDonald, Lex, and Allie McDonald. "Motivation of the E-Learner: Theories, Practices, and Perceptions." In Virtual Mentoring for Teachers: Online Professional Development Practices, edited by Jared Keengwe and Lydia Kyei-Blankson, 243-262. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-1963-0.ch013

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Abstract

The study of motivation in E-learning is an emerging field but there is a paucity of data about what learners and facilitators believe are the important factors involving and sustaining the interest of the learner. It is emphasised that more prominence needs to be given to the key players’ perspectives in balancing what is known about E-learning motivation. In this literature review, consideration is given to how E-learning evolved and impacted upon learners. Theoretical approaches to understanding learning and motivation are discussed and the importance of instructional design as a motivating factor identified. Research concerning the motivational matrix of the E-learner, facilitator, and educational environment is then detailed to provide a context for understanding E-learner motivation. Following this, phenomenologically-oriented research related to learner and facilitator perspectives on what motivates the E-learner is discussed and links to the social cognitive theory are acknowledged. Implications and an exploratory model of E-learners’ motivation are detailed followed by recommendations for future research.

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