CORRELATION ANALYSIS OF LEARNING MOTIVATION AND LEARNING POTENTIAL IN ONLINE EDUCATION
Abstract
Online education transcends temporal and spatial constraints, delivering unfettered and equitable educational resources to humanity. Traditional online educators prioritize the efficiency of knowledge dissemination, while students place emphasis on the frequency of knowledge absorption, with learning motivation acting as the conduit that bridges the two realms. Currently, there exists a dearth of global research on online education's impact on learning motivation. This study delves into this subject by examining 45 sophomores specializing in product design. Employing a questionnaire, comparative analysis, and in-depth case interviews, it concludes that learning motivation and self-efficacy possess the capacity to ignite latent learning potential. This research offers a novel perspective and methodology for steering the course of online education and fostering its seamless transition toward excellence.
Keyword : Online education, learning motivation, learning potential, self-efficacy, product design
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
• Amabile, T. M., Hill, K. G., Hennessey, B. A., Tighe, E. M. J. J. o. p., & psychology, s. (1994). The Work Preference Inventory: assessing intrinsic and extrinsic motivational orientations. 66(5), 950. • Deci, E., & Ryan, R. J. P. l. n. u. P. r. (1985). Intrinsic Motiv tion and Self-Determination in Human Behavior. • Donnelly, K., Rizvi, S., & Barber, M. J. E. S. (2013). An Avalanche is Coming. Higher Education and the Revolution Ahead. (3), 152-229. • Fini, A. J. I. R. o. R. i. O., & Learning, D. (2009). The technological dimension of a massive open online course: The case of the CCK08 course tools. 10(5). • Fogg, B. J. (2009). A behavior model for persuasive design. Paper presented at the Proceedings of the 4th international Conference on Persuasive Technology. • Haggard, S., Brown, S., Mills, R., Tait, A., Warburton, S., Lawton, W., . . . Skills, U. G. (2013). The maturing of the MOOC: Literature review of massive open online courses and other forms of online distance learning. • Herrador-Alcaide, T. C., Hernández-Soljs, M., & Hontoria, J. F. J. S. (2020). Online Learning Tools in the Era of m-Learning: Utility and Attitudes in Accounting College Students. 12(12), 5171. • Hew, K. F., Brush, T. J. E. t. r., & development. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. 55(3), 223-252. • Lucero, A., Zuloaga, R., Mota, S., & Muñoz, F. (2006). Persuasive technologies in education: improving motivation to read and write for children. Paper presented at the International Conference on Persuasive Technology. • McNamara, P. J. A., Design, & Education, C. i. H. (2015). The influence of MOOCs to enhance graphic design education. 14(1), 57-69. • Scholz, U., Doña, B. G., Sud, S., & Schwarzer, R. J. E. j. o. p. a. (2002). Is general self-efficacy a universal construct? Psychometric findings from 25 countries. 18(3), 242. • Wang, Y., Paquette, L., & Baker, R. J. J. o. L. A. (2014). A longitudinal study on learner career advancement in MOOCs. 1(3), 203-206.