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ERIC Number: EJ1163451
Record Type: Journal
Publication Date: 2017-Dec
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2472-5749
Student Predisposition to Instructor Feedback and Perceptions of Teaching Presence Predict Motivation toward Online Courses
Cole, Andrew William; Nicolini, Kristine M.; Anderson, Christopher; Bunton, Thomas; Cherney, Maura R.; Fisher, Valerie Cronin; Draeger, Richard, Jr.; Featherston, Michelle; Motel, Laura; Peck, Brittnie; Allen, Mike
Online Learning, v21 n4 p245-262 Dec 2017
Much research into college student motivation focuses on traditional face-to-face (FtF) classroom settings. Building from previous research in Feedback Intervention Theory (Kluger & DeNisi, 1996) and the Community of Inquiry framework (Anderson, Rourke, Garrison, & Archer, 2001; Garrison, Anderson, & Archer, 1999), this study sought to identify predictors of student motivation toward online courses. Results from a hierarchical multiple regression, using data from 190 online undergraduate students, suggest that student predisposition to receiving instructor feedback and student perceptions of teaching presence provide strong prediction of student motivation toward online courses. However, perceptions of teaching presence did not predict motivation in the hypothesized direction. These findings support the notion that the online learning environment offers its own unique set of challenges and opportunities, and warrants continued empirical research beyond comparisons to FtF classroom settings.
Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A