Research Article
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Year 2018, Volume: 19 Issue: 1, 163 - 182, 01.01.2018
https://doi.org/10.17718/tojde.382795

Abstract

References

  • Althaus, S. L. (1997). Computer-mediated communication in the university classroom: An experiment with on-line discussions. Communication Education, 46(3), 158–174. Arbaugh, J. B. 2000. How classroom environment and student engagement affect learning in Internet-based MBA courses. Business Communication Quarterly, 63 (4), 9–26. Artino, A.R. (2008). Motivational beliefs and perceptions of instructional quality: predicting satisfaction with online training. Journal of Computer Assisted Learning, 24(3), 260– 270. Balaban-Sali, J. (2008). Designing motivational learning systems in distance education. Turkish Online Journal of Distance Education, 9(3), 149-161. Bambara, C. S., Harbour, C. P., Davies, T. G., & Athey, S. (2009). Delicate engagement: The lived experience of community college students enrolled in high-risk online courses. Community College Review, 36(3), 219-238. Battalio, J. (2007). Interaction online: A reevaluation. Quarterly Review of Distance Education, 8(4), 339-352. Belcheir, M., & Cucek, M. (2002). Faculty perceptions of teaching distance education courses. Research Report: 2002. Boise, ID: Boise State University. (ERIC Document Reproduction Service No. ED 480925). Bourne, J. and Moore, J. C. (2003). Elements of quality online education: into the mainstream. Elements of Quality Online Education: Into the Mainstream. Edited by John Bourne and Janet C. Moore. Volume 5 in the Sloan-C Series. Bouhnik, D. & Marcus, T. (2006). Interaction in distance-learningcourses. Journal of The American Society Information Science and Technology, 57(3), 299–305. Brinkerhoff, J. & Koroghlanian, C.M. (2005). Student computer skills and attitudes toward internet-delivered instruction: An assessment of stability over time and place. Journal of Educational Computing Research, 32, 27–56. Brophy, J. E. (2010). Motivating students to learn (3rd ed.). New York: Routledge. Bork, R. H. & Z. Rucks-Ahidiana. (2013). Role ambiguity in online courses: An analysis of student and instructor expectations (CCRC Working Paper No. 64). New York: Columbia University, Teachers College, Community College Research Center. Retrieved September 10, 2016 from https://ccrc.tc.columbia.edu/media/k2/ attachments/roleambiguity-in-online-courses.pdf Buyukozturk, S., Akgun, O. E., Ozkahveci, O., Demirel, F. (2004). Gudulenme ve ogrenme stratejileri olceginin Turkce formunun gecerlik ve guvenirlik calismasi [The Validity and Reliability Study of the Turkish Version of the Motivated Strategies for Learning Questionnaire]. Kuram ve Uygulamada Egitim Bilimleri, 4(2), 207-239. Buyukozturk, S. (2009). Sosyal bilimler icin veri analizi el kitabı [The handbook of data analysis for social sciences]. (10.Baski). Ankara: Pegem Akademi. Cakir, O. (2012). The development of online students’ satisfaction scale. Energy Education Science and Technology Part B: Social and Educational Studies, Special Issue-1, 4(5): 947-950. Cakir, O. (2014). The Factors that Affect Online Learners’ Satisfaction. Anthropologist, 17(3): 895-902. Chaiprasurt, C. & Esichaikul, V. (2013). Enhancing motivation in online courses with mobile communication tool support: a comparative study. The International Review of Research in Open and Distance Learning, 14, 377-401. Chang, S.C. and Tung, F.C. (2008). An empirical investigation of students’ behavioural intentions to use the online learning course websites. British Journal of Educational Technology, 39 (1),71–83. 180 Chu, R. J. & Chu, A. Z. (2010). Multi-level analysis of peer support, Internet self-efficacy and elearning outcomes: The contextual effects of collectivism and group potency. Computer & Education, 55, 145-154. Cornell, R. ve Martin, B. L. (1997). The role of motivation in web-based instruction. (Ed. Badrul H.Khan) Web-Based Instruction. New Jersey. USA: Educational Technology Publications. Cookson, P. S. (1989). Research on learners and learning in distance education. The American Journal of Distance Education, 2 (1), 22-34. Creswell J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage. Dick, W., Carey, L. & Carey, J.O. (2005). The Systematic Design Of Instruction. Boston, MA: Pearson/Allyn and Bacon. Distance learning, (2016). In encyclopedia Britannica. Retrieved October 15, 2016 from http://global.britannica.com/topic/distance-learning Drennan, J., Kennedy, J. & Pisarski, A. (2005). Factors Affecting Student Attitudes Toward Flexible Online Learning in Management Education. Journal of Educational Research, 98 (6), 331-338. Eastin, M.S. & LaRose, R. (2000). Internet self-efficacy and the psychology of the digital divide. Journal of Computer Mediated Communication, 6 (1). El Mansour, B., and D. M. Mupinga. 2007. Students’ positive and negative experiences in hybrid and online classes. College Student Journal, 41 (1), 242–248. Field, A. (2005). Discovering statistics using SPSS (2nd ed.). London: Sage. Giesbers, B., Rienties, B., Tempelaar, D. T., & Gijselaers, W. H. (2013). Investigating the relations between motivation, tool use, participation, and performance in an E-learning course using web-videoconferencing. Computers in Human Behavior, 29(1), 285–292. Gaddis, B., Napierkowsk, H., Guzman, N., & Muth, R. (2000). A comparison of collaborative learning and audience awareness in two computers-mediated writing environments. Association for Educational Communications and Technology, 140-147. Retrieved January 05, 2016 from http://files.eric.ed.gov/fulltext/ED455771.pdf Garrison, D. (1990). An analysisandevaluation of audio teleconferencing to facilitate education at a distance. AmericanJournal of DistanceEducation, 4(3), 13-24. Gujarati, D.N. (1995). Basic Econometrics, 3rd Edition. New York: McGraw-Hill. ISBN 0-07- 025214-9. Hannafin, J. J., & Cole, D. D. (1983). An analysis of why students select introductory high school computer coursework. Educational Technology, 23(4), 26–29. Harandi, S.R. (2015). Effects of e-learning on students' motivation. 3rd International Conference on Leadership, Technology and Innovation Management. Procedia-Social and Behavioral Sciences, 181, 423-430. Hong, K. S. (2002). Relationships between students’ and instructional variables with satisfaction and learning from a Web-based course. Internet and Higher Education, 5, 267–281. Ilgaz, H. (2008). Uzaktan Egitimde Teknoloji Kabulunun ve Topluluk Hissinin Ogrenen Memnuniyetine Katkısı [The Contribution Of Technology Acceptance and Communıty Feeling To Learner Satisfaction In Distance Education]. (Master's dissertation) Hacettepe University Graduate School of Science, Ankara, Turkey. Available from the Council of Higher Education, National Dissertation Center, Dissertation ID: 244862. Jeamu, L., Kim, Y., & Lee, Y. (2008). A web-based program to motivate underachievers learning number sense. International Journal of Instructional Media, 35(2), 185-194. Jones, P., Packham, G., Miller, C., & Jones, A. (2004). An initial evaluation of student withdrawals within an elearning environment: The case of e-college Wales. Electronic Journal on e-Learning, 2 (1), 113-120. 181 Karatas, S. ve Ustundag, M.T. (2008). Gazi Universitesi Uzaktan Egitim Programi Ogrencilerinin Internet Temelli Uzaktan Egitim Doyumlari ile Demografik Ozellikleri Arasindaki Iliski [The Relationship between Students’ Internet-Based Distance Education Satisfactions and Demographical Properties in Gazi University Distance Education Program]. Yuzuncu Yıl Universitesi, Egitim Fakultesi Dergisi, V(II), 62-73. Kesim, E. (2015). The Importance of Distance Education Experts in the Organizational Development Process of Distance Education Institutions: A Theoretical Evaluation. In. G. Eby & T.V. Yuzer (Eds.), Identification, Evaluation and Perceptions of Distance Education Experts (pp.73-88). Hershey, PA.: Information Science Reference. Kransow, J. (2013). Faculty leadership in online education: Structuring courses to impact student satisfaction and persistence. MERLOT Journal of Online Learning and Teaching, 9(1), 131–139. Jaggards, S. S. (2014). Choosing Between Online and Face-to-Face Courses: Community College Student Voices. American Journal of Distance Education, 28(1). Mertler, C. A., & Vannatta, R. A. (2005). Multiple regression. In Advanced and multivariate statistical methods (Third ed). Glendale, CA: Pyrczak Publishing. Kaupp, R. (2012). Online penalty: The impact of online instruction on the Latino-White achievement gap. Journal of Applied Research in the Community College, 12(2), 1–9. Keller, J. M. and Suzuki, K. 2004. Learner motivation and e-learning design: A multinationally validated process. Journal of Educational Media, 29(3): 229–239. Kitchen, D., & McDougall, D. (1998). Collaborative learning on the Internet. Journal of Educational Technology Systems, 27(3), 245. Kranzow, J. (2013). Faculty leadership in online education: Structuring courses to impact student satisfaction and persistence. MERLOT Journal of Online Learning and Teaching, 9(1), 131-139. Kuo, Y.C, Walker, A.E., Belland, B.R & Schroder, K.E.E. (2013). A Predictive Study of Student Satisfaction in Online Education Programs. International Review of Reseach in Open and Distance Learning, 14(1), 16-39. Liaw, S.S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & Education, 51, 864–873. Lim, C. K. (2001). Computer self-efficacy, academic self-concept, and other predictors of satisfaction and future participation of adult distance learners. American Journal of Distance Education, 15(2), 41-51. Martin, A.J. (2001). The Student Motivation Scale: A Tool for Measuring and Enhancing Motivation. Australian Journal of Guidance and Counseling, 11, 1-20. Mitchell, T. J. F., Chen, S. Y., & Macredie, R. D. (2005). The relationship between web enjoyment and student perceptions and learning using a web-based tutorial. Learning, Media and Technology, 30 (1), 27-40. Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29-48. Moore, M. G. & Kearsley, G. (1996). Distance education a systems view (Belmont, CA, Wadsworth Publishing Co.). Morris, L. V., Finnegan, C., & Wu, S. (2005). Tracking student behavior, persistence, and achievement in online courses. The Internet and Higher Education, 8(3), 221−231. Palmer, S. R. & Holt, D. M. (2009). Examining Student Satisfaction with Wholly Online Learning. Journal of Computer Assisted Learning, 25 (2), 101-113. Pintrich, PR., Smith, D., Garcia, T. & McKeachie, WJ. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement. 53, 801-13. 182 Rattan, A., Good, C., Dweck, C. (2012), “It’s OK- Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology, 48, 731-737. Sahin, I. (2007). Predicting student satisfaction in distance education and learning environments. Turkish Online Journal of Distance Education, 8(2). 113-119. Sahin, I. & Shelley, M. (2008). Considering Students’ Perceptions: The Distance Education Student Satisfaction Model. Educational Technology &Society, 11(3), 216–223. Soon, KH., Sook, KI., Jung, CW. & Im, KM. (2000). The effects of Internet-based distance learning in nursing. Computers in Nursing, 18(1), 19-25. Sun, P.C, Tsai, R.J. Finger, G., Chend, Y-Y.& Yeha, D. (2008). What drives a successful eLearning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50 (4), 1183–1202. Simsek, N. (2012). Uzaktan egitimde kalite gostergeleri ve teknoloji temelli uzaktan egitimin bu gostergeler acisindan degerlendirilmesi [Quality Indicators in Distant Education and the Assessment of Technology-Based Distant Education according to These Indicators]. Egitim Bilimleri ve Uygulama, 11 (21), 1-24. Strachota, E.M. (2003). Student satisfaction in online courses: An analysis of the impact of learner-content, learner-instructor, learner-learner and learner-teacher interaction. Dissertation Abstracts International, 64 (8), 2746. Key: citeulike: 1029163. Swan, K. (2001). Virtual interaction: Design factor saffecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(2), 306-331. Tavsancıl, E. ve Aslan, E. (2001). Icerik analizi ve uygulama ornekleri [Content analysis and application examples]. İstanbul: Epsilon Yayıncılık. Visser, L. (1998). The development of motivational communication in distance education support. Report for the Educational Technology Department (Twente, University of Twente, Enscede, The Netherlands). Retrieved June 05, 2016 from http://www.learndev.org/People/LyaVisser/DevMotCommInDE.pdf Visser, L., Plomp, T., Amirault, R. J., & Kuiper, W. (2002). Motivating students at a distance: The case of an international audience. Educational Technology Research and Development, 50(2), 94-110. Yukselturk, E., & Yildirim, Z. (2008). Investigation of interaction, online support, course structure and flexibility as the contributing factors to students’ satisfaction in an online certificate program. Educational Technology & Society, 11(4), 51-65. Xie, K., DeBacker, T.K., & Ferguson, C. (2006). Extending the traditional classroom through online discussion: The role of student motivation, Journal of Educational Computing Research, 34(1), 68-78. Wagner, R., Werner, J. M., & Schramm, R. (2002). An evaluation of student satisfaction with distance learning courses. Proceedings of the 18th Annual Conference on Distance Teaching and Learning (2002, August). (pp. 419-423). Madison: WS.

Psychological Variables of Estimating Distance Learners' Motivation

Year 2018, Volume: 19 Issue: 1, 163 - 182, 01.01.2018
https://doi.org/10.17718/tojde.382795

Abstract

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.

References

  • Althaus, S. L. (1997). Computer-mediated communication in the university classroom: An experiment with on-line discussions. Communication Education, 46(3), 158–174. Arbaugh, J. B. 2000. How classroom environment and student engagement affect learning in Internet-based MBA courses. Business Communication Quarterly, 63 (4), 9–26. Artino, A.R. (2008). Motivational beliefs and perceptions of instructional quality: predicting satisfaction with online training. Journal of Computer Assisted Learning, 24(3), 260– 270. Balaban-Sali, J. (2008). Designing motivational learning systems in distance education. Turkish Online Journal of Distance Education, 9(3), 149-161. Bambara, C. S., Harbour, C. P., Davies, T. G., & Athey, S. (2009). Delicate engagement: The lived experience of community college students enrolled in high-risk online courses. Community College Review, 36(3), 219-238. Battalio, J. (2007). Interaction online: A reevaluation. Quarterly Review of Distance Education, 8(4), 339-352. Belcheir, M., & Cucek, M. (2002). Faculty perceptions of teaching distance education courses. Research Report: 2002. Boise, ID: Boise State University. (ERIC Document Reproduction Service No. ED 480925). Bourne, J. and Moore, J. C. (2003). Elements of quality online education: into the mainstream. Elements of Quality Online Education: Into the Mainstream. Edited by John Bourne and Janet C. Moore. Volume 5 in the Sloan-C Series. Bouhnik, D. & Marcus, T. (2006). Interaction in distance-learningcourses. Journal of The American Society Information Science and Technology, 57(3), 299–305. Brinkerhoff, J. & Koroghlanian, C.M. (2005). Student computer skills and attitudes toward internet-delivered instruction: An assessment of stability over time and place. Journal of Educational Computing Research, 32, 27–56. Brophy, J. E. (2010). Motivating students to learn (3rd ed.). New York: Routledge. Bork, R. H. & Z. Rucks-Ahidiana. (2013). Role ambiguity in online courses: An analysis of student and instructor expectations (CCRC Working Paper No. 64). New York: Columbia University, Teachers College, Community College Research Center. Retrieved September 10, 2016 from https://ccrc.tc.columbia.edu/media/k2/ attachments/roleambiguity-in-online-courses.pdf Buyukozturk, S., Akgun, O. E., Ozkahveci, O., Demirel, F. (2004). Gudulenme ve ogrenme stratejileri olceginin Turkce formunun gecerlik ve guvenirlik calismasi [The Validity and Reliability Study of the Turkish Version of the Motivated Strategies for Learning Questionnaire]. Kuram ve Uygulamada Egitim Bilimleri, 4(2), 207-239. Buyukozturk, S. (2009). Sosyal bilimler icin veri analizi el kitabı [The handbook of data analysis for social sciences]. (10.Baski). Ankara: Pegem Akademi. Cakir, O. (2012). The development of online students’ satisfaction scale. Energy Education Science and Technology Part B: Social and Educational Studies, Special Issue-1, 4(5): 947-950. Cakir, O. (2014). The Factors that Affect Online Learners’ Satisfaction. Anthropologist, 17(3): 895-902. Chaiprasurt, C. & Esichaikul, V. (2013). Enhancing motivation in online courses with mobile communication tool support: a comparative study. The International Review of Research in Open and Distance Learning, 14, 377-401. Chang, S.C. and Tung, F.C. (2008). An empirical investigation of students’ behavioural intentions to use the online learning course websites. British Journal of Educational Technology, 39 (1),71–83. 180 Chu, R. J. & Chu, A. Z. (2010). Multi-level analysis of peer support, Internet self-efficacy and elearning outcomes: The contextual effects of collectivism and group potency. Computer & Education, 55, 145-154. Cornell, R. ve Martin, B. L. (1997). The role of motivation in web-based instruction. (Ed. Badrul H.Khan) Web-Based Instruction. New Jersey. USA: Educational Technology Publications. Cookson, P. S. (1989). Research on learners and learning in distance education. The American Journal of Distance Education, 2 (1), 22-34. Creswell J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage. Dick, W., Carey, L. & Carey, J.O. (2005). The Systematic Design Of Instruction. Boston, MA: Pearson/Allyn and Bacon. Distance learning, (2016). In encyclopedia Britannica. Retrieved October 15, 2016 from http://global.britannica.com/topic/distance-learning Drennan, J., Kennedy, J. & Pisarski, A. (2005). Factors Affecting Student Attitudes Toward Flexible Online Learning in Management Education. Journal of Educational Research, 98 (6), 331-338. Eastin, M.S. & LaRose, R. (2000). Internet self-efficacy and the psychology of the digital divide. Journal of Computer Mediated Communication, 6 (1). El Mansour, B., and D. M. Mupinga. 2007. Students’ positive and negative experiences in hybrid and online classes. College Student Journal, 41 (1), 242–248. Field, A. (2005). Discovering statistics using SPSS (2nd ed.). London: Sage. Giesbers, B., Rienties, B., Tempelaar, D. T., & Gijselaers, W. H. (2013). Investigating the relations between motivation, tool use, participation, and performance in an E-learning course using web-videoconferencing. Computers in Human Behavior, 29(1), 285–292. Gaddis, B., Napierkowsk, H., Guzman, N., & Muth, R. (2000). A comparison of collaborative learning and audience awareness in two computers-mediated writing environments. Association for Educational Communications and Technology, 140-147. Retrieved January 05, 2016 from http://files.eric.ed.gov/fulltext/ED455771.pdf Garrison, D. (1990). An analysisandevaluation of audio teleconferencing to facilitate education at a distance. AmericanJournal of DistanceEducation, 4(3), 13-24. Gujarati, D.N. (1995). Basic Econometrics, 3rd Edition. New York: McGraw-Hill. ISBN 0-07- 025214-9. Hannafin, J. J., & Cole, D. D. (1983). An analysis of why students select introductory high school computer coursework. Educational Technology, 23(4), 26–29. Harandi, S.R. (2015). Effects of e-learning on students' motivation. 3rd International Conference on Leadership, Technology and Innovation Management. Procedia-Social and Behavioral Sciences, 181, 423-430. Hong, K. S. (2002). Relationships between students’ and instructional variables with satisfaction and learning from a Web-based course. Internet and Higher Education, 5, 267–281. Ilgaz, H. (2008). Uzaktan Egitimde Teknoloji Kabulunun ve Topluluk Hissinin Ogrenen Memnuniyetine Katkısı [The Contribution Of Technology Acceptance and Communıty Feeling To Learner Satisfaction In Distance Education]. (Master's dissertation) Hacettepe University Graduate School of Science, Ankara, Turkey. Available from the Council of Higher Education, National Dissertation Center, Dissertation ID: 244862. Jeamu, L., Kim, Y., & Lee, Y. (2008). A web-based program to motivate underachievers learning number sense. International Journal of Instructional Media, 35(2), 185-194. Jones, P., Packham, G., Miller, C., & Jones, A. (2004). An initial evaluation of student withdrawals within an elearning environment: The case of e-college Wales. Electronic Journal on e-Learning, 2 (1), 113-120. 181 Karatas, S. ve Ustundag, M.T. (2008). Gazi Universitesi Uzaktan Egitim Programi Ogrencilerinin Internet Temelli Uzaktan Egitim Doyumlari ile Demografik Ozellikleri Arasindaki Iliski [The Relationship between Students’ Internet-Based Distance Education Satisfactions and Demographical Properties in Gazi University Distance Education Program]. Yuzuncu Yıl Universitesi, Egitim Fakultesi Dergisi, V(II), 62-73. Kesim, E. (2015). The Importance of Distance Education Experts in the Organizational Development Process of Distance Education Institutions: A Theoretical Evaluation. In. G. Eby & T.V. Yuzer (Eds.), Identification, Evaluation and Perceptions of Distance Education Experts (pp.73-88). Hershey, PA.: Information Science Reference. Kransow, J. (2013). Faculty leadership in online education: Structuring courses to impact student satisfaction and persistence. MERLOT Journal of Online Learning and Teaching, 9(1), 131–139. Jaggards, S. S. (2014). Choosing Between Online and Face-to-Face Courses: Community College Student Voices. American Journal of Distance Education, 28(1). Mertler, C. A., & Vannatta, R. A. (2005). Multiple regression. In Advanced and multivariate statistical methods (Third ed). Glendale, CA: Pyrczak Publishing. Kaupp, R. (2012). Online penalty: The impact of online instruction on the Latino-White achievement gap. Journal of Applied Research in the Community College, 12(2), 1–9. Keller, J. M. and Suzuki, K. 2004. Learner motivation and e-learning design: A multinationally validated process. Journal of Educational Media, 29(3): 229–239. Kitchen, D., & McDougall, D. (1998). Collaborative learning on the Internet. Journal of Educational Technology Systems, 27(3), 245. Kranzow, J. (2013). Faculty leadership in online education: Structuring courses to impact student satisfaction and persistence. MERLOT Journal of Online Learning and Teaching, 9(1), 131-139. Kuo, Y.C, Walker, A.E., Belland, B.R & Schroder, K.E.E. (2013). A Predictive Study of Student Satisfaction in Online Education Programs. International Review of Reseach in Open and Distance Learning, 14(1), 16-39. Liaw, S.S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & Education, 51, 864–873. Lim, C. K. (2001). Computer self-efficacy, academic self-concept, and other predictors of satisfaction and future participation of adult distance learners. American Journal of Distance Education, 15(2), 41-51. Martin, A.J. (2001). The Student Motivation Scale: A Tool for Measuring and Enhancing Motivation. Australian Journal of Guidance and Counseling, 11, 1-20. Mitchell, T. J. F., Chen, S. Y., & Macredie, R. D. (2005). The relationship between web enjoyment and student perceptions and learning using a web-based tutorial. Learning, Media and Technology, 30 (1), 27-40. Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29-48. Moore, M. G. & Kearsley, G. (1996). Distance education a systems view (Belmont, CA, Wadsworth Publishing Co.). Morris, L. V., Finnegan, C., & Wu, S. (2005). Tracking student behavior, persistence, and achievement in online courses. The Internet and Higher Education, 8(3), 221−231. Palmer, S. R. & Holt, D. M. (2009). Examining Student Satisfaction with Wholly Online Learning. Journal of Computer Assisted Learning, 25 (2), 101-113. Pintrich, PR., Smith, D., Garcia, T. & McKeachie, WJ. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement. 53, 801-13. 182 Rattan, A., Good, C., Dweck, C. (2012), “It’s OK- Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology, 48, 731-737. Sahin, I. (2007). Predicting student satisfaction in distance education and learning environments. Turkish Online Journal of Distance Education, 8(2). 113-119. Sahin, I. & Shelley, M. (2008). Considering Students’ Perceptions: The Distance Education Student Satisfaction Model. Educational Technology &Society, 11(3), 216–223. Soon, KH., Sook, KI., Jung, CW. & Im, KM. (2000). The effects of Internet-based distance learning in nursing. Computers in Nursing, 18(1), 19-25. Sun, P.C, Tsai, R.J. Finger, G., Chend, Y-Y.& Yeha, D. (2008). What drives a successful eLearning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50 (4), 1183–1202. Simsek, N. (2012). Uzaktan egitimde kalite gostergeleri ve teknoloji temelli uzaktan egitimin bu gostergeler acisindan degerlendirilmesi [Quality Indicators in Distant Education and the Assessment of Technology-Based Distant Education according to These Indicators]. Egitim Bilimleri ve Uygulama, 11 (21), 1-24. Strachota, E.M. (2003). Student satisfaction in online courses: An analysis of the impact of learner-content, learner-instructor, learner-learner and learner-teacher interaction. Dissertation Abstracts International, 64 (8), 2746. Key: citeulike: 1029163. Swan, K. (2001). Virtual interaction: Design factor saffecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(2), 306-331. Tavsancıl, E. ve Aslan, E. (2001). Icerik analizi ve uygulama ornekleri [Content analysis and application examples]. İstanbul: Epsilon Yayıncılık. Visser, L. (1998). The development of motivational communication in distance education support. Report for the Educational Technology Department (Twente, University of Twente, Enscede, The Netherlands). Retrieved June 05, 2016 from http://www.learndev.org/People/LyaVisser/DevMotCommInDE.pdf Visser, L., Plomp, T., Amirault, R. J., & Kuiper, W. (2002). Motivating students at a distance: The case of an international audience. Educational Technology Research and Development, 50(2), 94-110. Yukselturk, E., & Yildirim, Z. (2008). Investigation of interaction, online support, course structure and flexibility as the contributing factors to students’ satisfaction in an online certificate program. Educational Technology & Society, 11(4), 51-65. Xie, K., DeBacker, T.K., & Ferguson, C. (2006). Extending the traditional classroom through online discussion: The role of student motivation, Journal of Educational Computing Research, 34(1), 68-78. Wagner, R., Werner, J. M., & Schramm, R. (2002). An evaluation of student satisfaction with distance learning courses. Proceedings of the 18th Annual Conference on Distance Teaching and Learning (2002, August). (pp. 419-423). Madison: WS.
There are 1 citations in total.

Details

Journal Section Articles
Authors

Ozlem Cakır

Tugra Karademır

Funda Erdogdu

Publication Date January 1, 2018
Submission Date May 17, 2017
Published in Issue Year 2018 Volume: 19 Issue: 1

Cite

APA Cakır, O., Karademır, T., & Erdogdu, F. (2018). Psychological Variables of Estimating Distance Learners’ Motivation. Turkish Online Journal of Distance Education, 19(1), 163-182. https://doi.org/10.17718/tojde.382795

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