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Exploring the Influence of Affiliation Motivation in the Effectiveness of Web-Based Courses

Exploring the Influence of Affiliation Motivation in the Effectiveness of Web-Based Courses

Maurício Gregianin Testa, Edimara Mezzomo Luciano
Copyright: © 2013 |Pages: 21
ISBN13: 9781466620230|ISBN10: 1466620234|EISBN13: 9781466620247
DOI: 10.4018/978-1-4666-2023-0.ch004
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MLA

Testa, Maurício Gregianin, and Edimara Mezzomo Luciano. "Exploring the Influence of Affiliation Motivation in the Effectiveness of Web-Based Courses." Web-Based and Blended Educational Tools and Innovations, edited by Nikos Karacapilidis, et al., IGI Global, 2013, pp. 57-77. https://doi.org/10.4018/978-1-4666-2023-0.ch004

APA

Testa, M. G. & Luciano, E. M. (2013). Exploring the Influence of Affiliation Motivation in the Effectiveness of Web-Based Courses. In N. Karacapilidis, M. Raisinghani, & E. Ng (Eds.), Web-Based and Blended Educational Tools and Innovations (pp. 57-77). IGI Global. https://doi.org/10.4018/978-1-4666-2023-0.ch004

Chicago

Testa, Maurício Gregianin, and Edimara Mezzomo Luciano. "Exploring the Influence of Affiliation Motivation in the Effectiveness of Web-Based Courses." In Web-Based and Blended Educational Tools and Innovations, edited by Nikos Karacapilidis, Mahesh Raisinghani, and Eugenia M. W. Ng, 57-77. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2023-0.ch004

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Abstract

Students are considered the central element of any learning process. This article examines one specific characteristic of students in Web-based courses: their affiliation motivation. The objective is to explore the influence of affiliation motivation on students in the effectiveness of Web-based courses. The authors conducted a case study of a Brazilian Web-based course. Six different data collection strategies were used: open and semi-structured interviews, direct observations, record and document analyses, and a structured survey. The results show the significant influence of three main constructs related to affiliation motivation (attention, positive stimulation, and emotional support) in four dimensions related to students: (1) their satisfaction, (2) their perceptions of course results and quality, (3) their perceptions of the effectiveness of Web-based courses compared with that of on-site courses, and (4) their perceptions regarding the advantages and disadvantages of Web-based courses.

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