Examining the Impact of Motivation on Learning Communities
David Holder, Leslie Moller, University of North Texas, United States
EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract: The purpose of this study was to 1) determine if learning communities have an inherent motivational effect upon learners and 2) if so, does that higher motivation impact attitudinal change. As learning communities and groups become more established in distance educational settings it is important to understand the impact these groups have on motivation of the learners or community members. Motivation, in an educational setting, is the length and direction of effort expended by the learners in pursuit of achievement (Keller, 1979; Moller & Russell, 1994). It is widely assumed that this configuration of learners has a positive effect on each other and thus increase motivation or effort. This research project was conducted to document that learning communities most likely will increase the effort level expended by students in distance educational situations.
Holder, D. & Moller, L. (2003). Examining the Impact of Motivation on Learning Communities. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1558-1561). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE).
© 2003 Association for the Advancement of Computing in Education (AACE)