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Motivation To Learn via Computer Conferencing: Exploring How Task-Specific Motivation and CC Expectations are Related to Student Acceptance of Learning via CC
ARTICLE

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Journal of Educational Computing Research Volume 27, Number 3, ISSN 0735-6331

Abstract

Investigated the relationship between university student motivation and student acceptance of learning via computer conferencing (CC). Considered frequency of contributing online messages; satisfaction with CC; grades; effort; goal orientation; personal relevance of tasks; task attractiveness; and students' beliefs concerning the relationship of CC to learning. (Author/LRW)

Citation

Bures, E.M., Amundsen, C.C. & Abrami, P.C. (2002). Motivation To Learn via Computer Conferencing: Exploring How Task-Specific Motivation and CC Expectations are Related to Student Acceptance of Learning via CC. Journal of Educational Computing Research, 27(3), 249. Retrieved July 19, 2019 from .

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