Student
Motivation in The Online Learning Environment
Paper
published in the Journal of Educational Media &
Library Sciences
Cheng-Yuan
(Corey) Lee
Doctoral
Student
Instructional Systems
University of Central Florida
Orlando, FL 32816, U.S.A.
Abstract
Although online learning is gaining
immense popularity and attention during the past few
years, it has a problem of a high drop-out rate. Motivation
of online students is problematic and often overlooked.
Based on a review of literature on distance education
and motivation theory, this article attempts to identify
several factors that affect student motivation in online
learning environments. These factors include geographical
separation, text-based and asynchronous communication,
intensive technology skills requirements, hypermedia
and the Internet, course content and learning activities,
and support services. After each factor is identified,
considerations and suggestions are provided.
Keywords:
motivation;
online learning; Internet
Introduction
Due
to the development of information and communications
technologies over the last decade, the World Wide Web
(WWW) is empowered with many advanced features, such
as rich displays (presenting visual, auditory and symbolic
formats at once), high levels of real time interactivity,
and a high degree of learner control. Given the advantages
of the WWW, an increasing number of educational institutions
are offering online courses to reach a larger student
population.
Although
online learning is gaining immense popularity and attention,
it has its problems - the high drop-out rate of online
students. Online learners throughout the world are characterized
as having a higher attrition rate than traditional students.
The motivation of online students seems problematic.
To date, there are few articles discussing online learning
from the viewpoint of motivation. Based on the review
of literature on distance education and motivation theory,
this article attempts to identify factors that affect
student motivation in the online learning environment.
In addition, some considerations and suggestions are
provided.
Geographical
Separation
The
most obvious characteristic of online learning is that
the instructor and students are geographically separated.
Unlike the traditional face-to-face (F2F) instructional
mode, online learners are unable to see their instructors
on a weekly basis; they are separated by both space
and time. Due to the separation, students often report
a lack of social contact and feel isolated from their
instructor and peer. This poses serious problems in
student learning and motivation. According to Rotter’s
(1954) social learning theory, “the major or basic
modes of behaving are learned in social situations and
are inextricably fused with needs requiring for their
satisfaction the mediation of other persons?(p. 54).
This notion is proved by Peter’s (1992) study, in
which the lack of social contact with other students
accounts for 27.3% of the reasons for dropout. Lockett’s
(1999) study also shows that when students socialize
with their peers, they are less likely to drop out and
are more likely to maintain high levels of motivation.
Understanding this, the social aspect in student learning
and motivation should not be ignored.
To increase social contact in the online learning environment,
a collaborative learning method is often adopted. Collaborative
learning approaches require students to interact with
one another. This can increase the interactivity levels
among students. If students are more engaged in their
learning activities, they feel that they are a part
of an academic group; thus their feeling of being isolated
can be reduced. In addition, researchers also found
that when a learning task is accomplished, students
who participate in teamwork raise their self-esteem
higher than students who work independently (Slavin,
1990).
Text-based and Asynchronous Communication
Online
communications are predominately conducted through email
and forums, which are text-based and asynchronous. The
text-based and asynchronous nature of online communication
raises two problems related to student motivation. First,
it requires online students to communicate through writing,
which might be distressing for those students who do
not have the ability to express themselves effectively
in writing. Second, asynchronous communication often
creates an uncertainty among students. While the asynchronous
nature of online learning allows students and instructor
to communicate at their convenience, feedback from the
teacher is often absent or delayed. When students are
concerned about their performance, but cannot obtain
feedback from their instructor, they are in the midst
of uncertainty. This uncertainty eventually leads
to feelings of heightened anxiety.
These
negative feelings experienced by many online students
cannot be neglected. As an increasing number of research
studies indicate, emotion has a significant impact on
human motivation (Boekaerts, 1993; Bower, 1995; Ford,
1992). Negative emotions, such as anxiety, sadness,
depression, and anger, have negative effects on motivation,
whereas positive emotions, such as happiness, joy, and
contentment, have positive effects on motivation. To
ease students?discomfort rising from text-based communication,
showing an instructor’s empathy is helpful. Meanwhile,
the instructor can encourage students?through written
communication to help them overcome their discomfort
and fear with written communication. To reduce the students?anxiety
levels resulting from the use of asynchronous communication,
it is suggested that the instructor respond to student
messages frequently. When it is not possible to respond
to student messages in detail, a simple short message,
such as “received? can help eliminate anxiety.
Intensive
Technology Skills Requirement
Participation
in online learning involves the intensive use of technology.
To succeed in such courses, students should be able
to use communication technologies to access course materials,
send and receive email, browse the Internet, and perform
searches to locate information. However, not every student
taking an online course has sufficient prior technology
experience. Due to inadequate computer experience and
skills, novice computer users often suffer from computer
anxiety (Loyd & Gressard, 1984). While students
are experiencing computer anxiety, they are not able
to focus their attention on the learning activities
or tasks because their working memory is occupied by
the fears of computing. To avoid this anxiety, especially
at the beginning of a semester, the instructor can spend
additional time dedicated to helping students gain comfort
and expertise, and reinforcing initial attempts at communicating
online (Hantula, 1998). With additional efforts contributed
by online instructors, students will feel more comfortable
and confident with the communication technologies.
Hypermedia
and the Internet
A
salient feature that distinguishes online learning from
the traditional learning format is its use of hypermedia.
Hypermedia is a framework for nonlinear representation
of symbols (graphics, text, images, code) in the computer
(Dede, 1987). The nonlinear presentation of information
allows the hypermedia learner to randomly access a body
of knowledge in their preferred manner. This capability
of hypermedia grants the user a certain degree of control
over their learning and requires more mental effort.
According to motivation theorists, allowing the students
choice and control in their learning activities enhances
their intrinsic motivation (de Charms, 1968; Deci, 1980).
However, there is a pitfall associated with the use
of hypermedia. Researchers have discovered that, due
to the richness of information stored in hypermedia
nonlinear environments, it is easy for the user to wander
off along various paths, loose track of where she/he
has been, and become disoriented within the information
net (Heller, 1990; Marchionini, 1988). This may cause
confusion, stress and frustration in learners, deminishing
their intrinsic interest in learning. To prevent this
downside of hypermeida, Morariu (1988) suggests that
“leaners must be provided with appropriate and clear
nagivational and conceptual tools in order to explore
even the best-designed systems?(p. 19).
Many
studies show that when the Internet is used as a resource
for additional information, students are motivated to
learn content in greater depth because it offers them
resources beyond their classroom, more current than
their textbook, and more knowledgeable than their teacher
(Bonk, Hay, & Fischler, 1996; CAST, 1997). For this
reason, in most online courses, use of the Internet
provides an excellent resource for additional course
content. At the same time, the Internet may also become
a major source of distraction because of the abundance
of information located. Frequently students report that they are easily distracted by the interesting,
but irrelevant information on the web while they are
searching for assigned information. These distracters
have a negative impact on student motivation because
the learner perceives being distracted as a sign of
lack of control over outcomes (Pintrich & Schunk,
1996).
Course
Content and Learning Activities
Probably the most important factor
that motivates people to take an online course is to
gain additional knowledge and qualifications. The ultimate
goals of online students often include one or more combinations
of these reasons: to upgrade existing qualifications
at work, to increase the likelihood of higher salaries,
to improve promotional prospects, and to enhance employment
opportunities. When learning tasks can help them achieve
their goals, they commit more strongly to the learning
tasks. As Knowles (1984) states, “When learners
understand how the acquisition of certain knowledge
or skills will add to their ability to perform better
in life, they enter into even more didactic instructional
situations with a clearer sense of purpose and see what
they learn as more personal. It converts course takers
and seminar participants into competency developers?(p.
125). Understanding this concept while preparing course
material, the instructor should try to make them as
relevant as possible, in order to maintain and enhance
student motivation.
Besides course content, learning
activities have significant influence on student motivation.
A learning activity frequently used by online instructors
is the use of a problem solving approach. This has proved
effective, not only in developing students?critical
thinking skills and deepening their understanding of
significant content, but also in increasing a students?motivation
(Sage & Torp, 1997). A problem solving approach
has three attributes that contribute to increased student
motivation. First, problem solving requires that learners
obtain sufficient skills and knowledge to perform the
problem-solving task. Once the problem is solved, it
conveys to learners that they are becoming more competent,
which will raise self-efficacy and perceived control
over outcomes. Second, problem solving prompts a student’s
intrinsic motivation by triggering their imaginations.
It is said that with fantasy, students gain vicarious
pleasures that are not usually available to them. Third,
problem solving encourages students to use knowledge
meaningfully. For most students, using knowledge meaningfully
is challenging and intrinsically motivating (Deci, 1975).
Embeded with learner control, fantasy, and challenge,
problem solving strategies enhance student’s intrinsic
motivation for their study.
Support
Services
While
online students are physically separated from their
instructors, to some extent, they are also separated
from support services. Online students, like on-campus
students, need support, such as library services, to
complete assigned projects or studies. However, most
of the time, library services are not available to those
who cannot physically visit the campus library. Online
students often feel frustrated due to the constraints
of unattainable service, which will hinder students?intentions
to complete their tasks.
Besides
the lack of library services, another constraint stems
from the lack of technological support. Computer technologies
and networking are the predominant media used in online
learning. Whenever there are communication breakdowns
and technical difficulties, online students are blocked
from access to course material or to contact with their
instructors. At this moment, support services should
be available for online students. However, many institutions
fail to provide these services. This technological obstacle
can easily frustrate online learners, thus preventing
them from participating in learning activities. Evidence
indicates that technological problems are often cited
as the most frequent cause of course deficiencies, student
anxieties and frustration, negative attitudes toward
the course, and student dissatisfaction (Mood, 1995;
Thomerson & Smith, 1996).
In
motivation theory, the lack of library services and
technical support is defined as an environmental constraint
(Ford, 1992). According to Ford’s motivational systems
theory, an environmental constraint will hinder an individual
from performing a task, and eventually reduce the level
of motivation. If examined further, these environmental
constraints actually convey to the learner a loss of
control. According to Expectancy-Control theory, people
who have a lower degree of sense of control of the learning
or task tend to withdraw their commitment from the task
in which they are engaged. /span>As a result,
Ford proposes that the learning environment should contain
the material and information resources needed for task
completion. Therefore, it is important to provide sufficient
and timely services, such as library services, technology
helpdesks, administrative support, advising, and counseling
to remove environmental constraints that hinder online
students? commitments.
Conclusion
Participation
in an online learning environment is definitely different
from the conventional, face-to-face classroom format.
Due to the geographical separation, intensive use of
communication technologies, different learning assignments
and activities, and different communication skills required,
online learners are facing many changes that are essential
to a successful learning experience. To many students,
these differences and changes from their prior experience
are stressful and frightening. As many studies indicate,
trying something new typically produces feelings of
discomfort, confusion, tension or anxiety (Woods, 1994).
Eventually, these negative feelings hinder students?motivation
in successfully completing learning tasks and activities.
However, sometimes some changes are necessary for success.
Understanding student motivation can make this transition
more comfortable and even more enjoyable.
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