Online Learning Communities: Motivational Factors for Success
Open accessAbstract
As the number of online programmes on offer in higher educational settings, continue to increase, there is a wealth of research evidence which highlights the benefits to be gained from teaching and learning through virtual learning environments and online communities. Past reports on the positive influence online communities have on both socialization and learning outcomes recognizes the value of such work. Yet many questions remain on the viability and veracity of online learning, particularly from the learner perspective. This study seeks to gain insights into learners’ perceptions of online learning. Fifty (50) participant teachers, currently undertaking online modules as part of their Postgraduate Masters of Education programme in one Teacher Educational Institution in Scotland, were surveyed to ascertain and identify factors which they believed made working online successful and their perceived barriers to success as based on their range of online learning experiences. Feedback related to how motivated these students felt in their online work place. Results of the study indicated that most learners valued independence and ownership of working practices; the importance of tutor support and meaningful relevant materials; the need for easy module access and design including helpful time frames; the relevance of sharing professional practice in an online community and sited these reasons for the success of their online learning experience and therefore motivating. Participants indicated the barriers to successful online working to be problems with self motivation; difficulties in coping with technical problems and professional time constraints; anxiety with a lack of personal contact and a sense of frustration, when certain students did not always contribute to the work of the online community.
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Motivation was identified in former studies as one of the most important success factors in distance education.
“Therefore, motivation was identified in former studies as one of most important success factors in distance education (e.g.Bekele 2010; Hartnett 2016Hartnett , 2019;;Paterson 2014).”
From Towards a motivational design? Connecting gamification user types and online learning activities (2020) · cites this paper as Paterson 2014
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Which Mobile Learning is More Suitable on Physics Learning in Indonesian High School?
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The student-centered virtual e-learning community model: A case study on Digital Philosophy Club
Li, G., & Li, Y. X. (2023) · International Conference on Education Technology and Computer · doi:10.1145/3629296.3629338
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- Authors
- Paterson, S. M.
- Affiliations
- University of Aberdeen (GB)
- Corresponding author
- Paterson, Sandra Mary
- Venue
- International Journal of Recent Contributions from Engineering, Science & IT (iJES)
- Published
- 2014-05-03
- Volume
- 2
- Issue
- 2
- Pages
- 6
- ISSN
- 2197-8581 (ISSN-L)
- OpenAlex
- W2062526206
- Cited by
- 6
- References
- 15
- Citations by year
- 2024: 1 · 2023: 1 · 2022: 1 · 2020: 2 · 2017: 1
- FWCI
- 1.71
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- cc-by
- Locations
- International Journal of Recent Contributions from Engineering Science & IT (iJES) (publishedVersion, cc-by)
- Aberdeen University Research Archive (Aberdeen University) (submittedVersion)
- Funders
- University of Aberdeen
- Topics
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Social Sciences › Education › Technology-Enhanced Education Studies
- Keywords
- online learning communities, online learning, student motivation, barriers to online learning, learner perceptions, virtual learning environments, tutor support, learner autonomy, postgraduate teacher education
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