the influence of e-learning on student motivation using

www.theinternationaljournal.org > RJCBS: Volume: 06, Number: 06, April-2017 Page 23

The Influence Of E-Learning on Student Motivation Using

Learning Environment in Colleges

S.Rajasankar,

Research Scholar in Management, Manonmaniam Sundaranar University, Tirunelveli-627012,

Tamilnadu, India

&

Dr.S.K.Nagarajan,

Assistant Professor in Management, Tamilnadu Police Academy(TNPA)

Chennai-600127, Tamilnadu, India

ABSTRACT

E-learning is a one kind method of knowledge which is maintained in information technology

for educational process. E-learning has transformed aspects of our daily works without hesitation

changing education. It discusses number of important matters, including the adoption of new techniques

that motivate students and encourage them to use the online environment. Motivation recommends to

students for behaving in specific ways. Motivation is very importance because as the research has shown.

Motivation refers the student to learn online environment in colleges. Now e-learning is current

challenges and concerns in relation to student’s motivation and active participation. Motivation can also

be a feeling of satisfaction, success in online learning environment. Motivation is considered an essential

element to engage students and learning experiences. The purpose of this study is to investigate the

influence of e-learning on student motivation to learn new information and retain information. This

article looks at certain elements that can be used to promote the motivation of the students in e-learning.

Educational institutes around the world have been encouraging the use of e-learning for a number of

years. Mostly colleges have been encouraging their faculty to integrate e-learning into their teaching.

Faculties also have their responsibility to be motivated the student for e-learning in educational institutes.

Faculty says about motivation from a number of perspectives in e-learning for students. Results in this

study and hypotheses show that motivation is the main factor that has the most significant tool on using

e-learning at the college followed by students. Student has shown indirect force on e-learning through

motivation. E-learning provides more growing teaching tools that flexible more effective teaching

methods compared to that of the traditional teaching methods.

Keywords: E-learning, Motivation, Attitude, Problem, Standared, Practice

INTRODUCTION E-learning is sharing information which highlights the student performance in learning

environment. E-learning method is a new and rapid way of the acquisition of knowledge, experience and

skills. E-learning is defined as the use of modern ICT and such as internet, discussion threads, virtual

classroom, bulletin boards, chat rooms, satellite broadcast, interactive TV and so on to deliver

instruction, information and learning content. E-learning has become one of the most important means

to provide learning resources for students to share and obtain information. E-learning provides the

student with a opportunity to continue their education or pursue personal and carrier development

without a rigid schedule of assignments and class meetings. The e-learning offers the student a great

deal of flexibility in terms of when they study, how they study and how quickly they cover and master

the material. Never is motivation to learn more important than flexible modes of learning such as e-

learning. Motivation must come from within the student.

Student motivation is an essential element that is necessary for quality education in e-learning.

Motivating can take many forms, though motivation within this model means that faculty provides

awareness for students providing support on the learning environment. Motivation is probably the most

important factor that educators target in order to improve learning. Motivation provides the faculty with

the opportunity to make a connection with the student thus encourage and motivate a student just at a

www.theinternationaljournal.org > RJCBS: Volume: 06, Number: 06, April-2017 4

point when the student is moving towards becoming an independent learner. Student motivation is

enhanced when these two factors pertinent to students are present.

Motivation could be classified into intrinsic and extrinsic. Intrinsic motivational factors found to be at

work with most students include involvement, curiosity interests, challenge and social interaction,

searching complex topic. Extrinsic motivational factors include compliance, recognition competition

and work avoidance. Student’s motivation in e-learning can be enhanced if the new learning is linked

with their prior knowledge. When student existing knowledge is activated and they see the relevance of

it with new learning. They can organise and grasp the new knowledge more easily, thus, they will be

more engaged in their learning process. To motivate students online learning environment, provide

opportunities for students to personally connect to the subject matters, set their own goals, set up a

system for self-monitoring and progress- tracking. One of the most effective ways to help motivate

students e-learning involves connecting the real-world environment to the subject matter at hand.

Dialogic interaction has been shown to be a valuable part of the learning process. It is act of motivating

in dialectic with others reinforces concept from the subject matter or reading material. This interaction

carried out in online chat rooms via student discussion, thus ensuring engagement with both the subject

material and each other.

Motivational e-learning helps build competency by challenging existing beliefs and actions and testing

out new ideas in old situations. The association of motivation in e-learning with confidence boost makes

perfect sense. If student don’t feel they’re capable of achieving a certain goal, they will show no interest

in it. It is essential for your students to feel confident in your e-learning in order to motivate themselves

to learn.

THEORETICAL FRAMEWORK

The framework categorizes are important factors in e-learning system development .That factors are

causally connected with successful educational development. Now present the main elements adapted

to e-learning systems. This framework is a theoretical generalization resulting from the educational

development on e-learning dimensions. It is significant to highlight that this study is focused on the use

of e-learning technology by students embedded within an institutions context. In the effort to understand

technology use, numerous attributes of institutions have been studied, these studies suggest that

institutional factors have a highly significant influence on student individual e-learning technology use

for learning environment. The e-learning systems’ theoretical framework contains the various

components of information systems. These components are student, faculty, technologies, and services.

E-learning technologies enable the direct or indirect interaction of the different groups of students .E-

learning technologies provide support to integrate content, enable communication, and provide

collaboration tools. Designing an e-learning framework needs careful analysis and investigation of the

resources available to the institution. E-learning identified the following factors that cover various

objectives of framework. Institutional, pedagogical, e-learning practices, motivation factor, students

attitude , problems. These factors discussed in the six dimensions of the framework can provide guidance

in the design, development, delivery and evaluation of elearning environments. All the six factors should

be considered so that the extent of e-learning integration suits the institutional that wants to embrace e-

learning integration. This is important because different colleges have different priorities, different

learning environments, different roles and different needs. In addition to the six factors of integrating e-

learning, suggest that the point should also be considered. From this frame work point of view,

institutional theories are totally different from the rational economic perspective of online environment,

which highlight economic optimization, individual self-interest, and conscious decision making. The

near-future framework is a functionally implemented institution about e-learning system with assured

continuous follow up for quality education. E-learning is possibly partially integrated with other

supported services, and a growing community of e-learning practitioners seeking a better quality of

education.


E-LEARNING STANDARD

Standards are global agreements documented or norms launched by world-wide consensus. These

standards must contain the educational development and the quality that must have all the e-learning

services to fulfil the necessities from the manufacturers and the students.

Basically, the characteristics of e-learning standard are

• Reusability: different courses and objects from e-learning can be reused with different tools and

in different platforms.

• Adaptability: to facilitate the adaptation the environment of learning to the teachers and students

• Interoperability: that it is possible to interchange information between different LMS.

• Accessibility: Different LMS could access to the progress of the students.

The tendency of the market of e-learning goes to the standardization and the ideas of the

different work groups and students and involved organizations in the short term appearance of a true

standard. The appearance of this standard will suppose the possibility the creation of compatible courses

for e-learning in learning environment. SCORM is most likely important and widely emerging e-learning

standard today. Whose ultimate goal is ensuring everywhere access to the highest quality education and

training, tailored to student needs, and delivered cost-effectively anywhere in the world at anytime. The

Sharable Content Object Reference Model (SCORM) was first developed by the U.S. Department of

Defense (DOD) to address training development and delivery inefficiencies across its service branches.

E learning content was being developed on different platforms, using different standards and

specifications, and delivered on different, incompatible systems. E-learning Consulting provides

categorizes in SCORM

Flash Course Development Toolkit – This toolkit allows to create SCORM-based e-learning courses

with Flash. It supports SCORM 1.2. It is not free.

Test Builder- This tool allows to create SCORM-based tests and quizzes with true-false,

multiple choice, fill-in-the-blank and matching questions. No programming is required.

SCORM Visualizer- SCORM Visualizer lets you see how a course and a Learning

Management System (LMS) use the SCORM 1.2 Runtime to communicate. It is not free.

Manifest Maker -A Free Dreamweaver extension to quickly and easily create a SCORM 1.2

Manifest.

SCORM is fast-becoming the e-learning technology standard widely embraced and supported today by

world-leading corporations, universities, system providers, and content vendors.


REVIEW OF LITERATURE Brett jones (2012) identified understanding what motivates e-learning student is important

because motivated students are more likely to keep in activities that help them learn and achieve. Based

on an extension review of the literature on student motivation, Jones has reported the MUSIC model of

student motivation, which identifies five main factors that contribute to student motivation E-

mpowerment, usefulness, success, interest and caring. Kim and W.Frick (2011) contributed on

transforms in student motivation for e-learning. The results of their study identified that motivation

during self-directed e-learning was the best future scope of positive change in motivation, which predict

student agreement with learning environment. Crucial success factors for e-learning in developing

countries show the significance of curriculum plan for learning performance.

Bhuasiri, Xaymoungkhoun, Zo, Rho and Ciganek(2012) suggest that important for implementing

effective e-learning in developing countries are technology awareness, motivation and transforming

student’s behaviour. E-learning indicates that the offered system improved learning efficiency and

student contentment. Further investigation of the respondents indicated that suggesting a e-learning

suitable for students previous test scores and priorities encouraged students to concentrate on the on-line

learning. (Jeong,Choi & Song,2012).

By evaluating previous studies of factors that influence student motivation mostly in computer

based instruction and online education settings, we developed a theoretical framework for influences on

the student motivation in self-directed e-learning. These factors can be categorized into three major

categories of motivational influences in web-based instruction as recommended by Song(2000). Internal

factors are related to the features of the e-learning itself that can influence the student motivation.

External factors refer to aspects of the e-learning environment that can influence the student motivation.

Personal factors suggest to motivational influences caused by the student.

Investigators (Chickering & Ehrmann, 1996; Edelstein & Edwards, 2002; Frazee,2003;

Wang,2001) deal with various advantage of e-learning combination. For example, Frazee’s (2003)

position is that because face-to-face class time is limited and online discussion provides a non-

threatening environment, students feel confident about participating and asking questions. Furthermore,

Edelstein and Edwards (2002) noted that e-learning course is successful when the students are involved

and active participants. E-learning contains benefits that support students learning, however, faculty

development training is necessary to understand the effective e-learning practices in class room teaching.

Faculty development and research clearly highlights needs based training.

Students also need to be motivate that they can be successful in the e-learning environment

(Sloan Consortium, 2002). Student motivation is linked to the student’s performance and student

satisfaction is an important element in the investigation of faculty satisfaction and student learning are

highly associated.

Deci and Ryan (1985) recommended cognitive assessment theory, which is motivation

maximized when student feel competent and self-determining in dealing with their e-learning

environment. They define motivation as the doing of an behaviour for its student satisfactions rather

than for some individual consequence.

OBJECTIVES OF THE STUDY

Motivating the students to learn is one of the major challenges and continual problem throughout

education in e-learning. The research study aims to investigate the student motivation using e-learning

in colleges. Influence of e-learning in the field of learning identifies motivation to enable student

performance. The objective explored many motivation factors through influencing e-learning in

colleges. For the purpose of the current research influences such as motivation factors were selected

through e-learning. Students performance can be measured with the presence of a number of motivation

indicators including for successful implement of e-learning. Motivation is identified by the student

performance about themselves in areas of e-learning. It includes encouraging, stimulating interest,

recognition, individual’s confidence, interactive features and self directed learning. Motivations can be

conceptualized and measured as influential indicators for students’ satisfaction, enjoyment and

excitement in e-learning.


SCOPE OF THE STUDY

In order to motivate students within the scope of e-learning environment, faculty should stimulate

and motivate students for learning efficiently. Active learning strategies do not influence motivation

however, influences the use of active learning strategies but future advances in internet technology,

especially in wireless bandwidth internet connections will have a great impact in motivation towards

delivering and using more online learning and interactive lesson for students. The above results are

encouraging for further research to be conducted in this area of future in order to explain these results.

It is investigate further hypothesis that motivate students to use and benefit from e-learning system. In

order to enhance motivation, the e-learning environment should be prepared via a variety of educational

strategies in order to suit with the variety of learning styles of students.

RESEARCH QUESTIONS

1. Is Institution creating an e-learning atmosphere that is open and positive?

2. Has motivated students to commit to learn and to participate in e-learning activities

3. Allows students to follow e-learning practice through motivation in class room teaching.

4. Encourages use of online environment to deal with individual learning styles.

5. Increases e-learning opportunities for classes to evolve and for student experiences to shape

outcomes

RESEARCH METHOD AND PROCEDURES

Design and Approach

This is research questions mentioned above for aiming of research paper. A qualitative method of data

collection investigated to be comfortable for the research goal. It based on the end results of response

from a questionnaire given to students to evaluate their willingness to use e-learning. The qualitative

results have been observed from a questionnaire. That questionnaire had been obtained to the students

of a college. College provides suitable experience with e-learning and can suggest approaching into the

factors affecting the present and future state of e-learning education.

Participants

The main condition for selection of the sample identified was influence e-learning on student

motivation taking into account that the students-undergraduates and postgraduates- were in the process

of e-learning in college. The participants in this study were 100 students involved for motivating through

e-learning environments.

Hypotheses

The study recommended the main hypothesis, there is relationship between e-learning and

student’s motivation.

Statistical population and sampling

The statistical population in this study involves all students of college that were from computer

based education. The sample volume has been calculated using SPSS as 100 students. In order to select

the members of sample, the random sampling method has been used.

The questionnaire and results

The questionnaire has designed to measure student motivation towards e-learning for the

modules to be involved in the study. The questionnaire was measured small to reflect the different

modules the research was focusing on. The questionnaire consisted of 24 questions. Each question

contained five Likert scales, Strongly agree, agree, neither agree nor disagree, disagree, strongly disagree

for each question.


Participants

The main condition for selection of the sample identified was influence e-learning on student motivation

taking into account that the students – undergraduates and postgraduates – were in the process of e-

learning in college. The participants in this study were 100 students involved for motivating through e-

learning environments.

Hypotheses Testing The study recommended the main hypothesis, there is a relationship between e-

learning and students' motivation.

The H1 indicates multimedia presentation stimulating interest in learning. It is one of the motivation

factor for using e-learning. The results show that student has a positive effect on motivation. The

results following table.

Hypothesis-1

The mean of motivation scores for male and female college students is found to be (Mean=1.51) and

(SD= .750) and (Mean 1.46) & (SD = .614) respectively. It indicates that male students have a high

Motivation influenced by e -learning than female students.

The H2 identifies technology enable interest in learning to enhance skills. The results show that

student has more interest using technology to enable skills. The results following table.

Hypothesis-2

The mean of motivation scores for male and female college students is found to be (Mean=1.98) & (SD=

.888) and (Mean 1.43) & (SD = .542) respectively. It is also indicating that male students have a high

Motivation influenced by e -learning than female students.

Pearson’s correlation was applied in order to investigate these data. It should also be made clear that the

assumptions of motivation level in e learning on students and the understanding of the results obtained

in this research in table 1.


In this study the reliability of questionnaire was examined through Cron bach's alpha is .802. That is

presented in Table 2.

Table 2

The data analysis focused together the objective suggested for this study. That is to recognize the

students’ motivation for e-learning in e-learning environment. The data collected have arranged in

worksheets and were entered data in descriptive statistical analysis. Rates were obtained relating to the

maximum, minimum, mean and standard deviation of the variables investigated in table 3. The

descriptive statistics (Mean& Standard Deviations') of sample participant in motivation relates

variables.

Table 3

Discussion

E-learning recommends much assistance to enable education. Motivation encouraged as one of the main

important for the success and the quality of the academic learning. Most importantly, e-learning

combination has the possible to improve student motivation. This study describes about e-learning refers


student motivation. Using e-learning changes the temperament of the task, increases student self-

efficacy, and improves student self-worth in education. Based on the analysis of the data undertaken, it

was possible to determine that a considerable number of students recognize themselves to be motivated

for participation in situations of learning suggested in education by e-learning environment. The findings

finally show that using e-learning by students at colleges has a positive and significant effect on

motivation in student’s performance. E-learning influence encouraging the student’s performance as it

can increases the student engagement and motivation. Student’s motivation needs to be enhanced by

using e-learning practices in colleges. The e-learning practices are important in delivering successful

tool, increased student motivation and improved performance. Colleges support is very important to

motivate students, when making some change to learning through e-learning environment.

Conclusion

The mention results above are motivating students for further research to be conducted in this study to

use e-learning in colleges. These results investigate further hypothesis that motivate students to use and

benefit from e-learning system. Results on the research model & hypotheses demonstrate that the

motivation is the main factor that the most significant influence on using e-learning at the college,

followed by students. This study shows the relationship between e-learning and student’s motivation and

students are motivated when following e-learning practice in college. The motivation of students is a

significant problem in college, mainly owing to significance of academic performance in their

professional life. Motivation is needed for students to be achievementful in e-learning environment. If

the students are motivated about e-learning they will be promoted to be effectively involved in the

learning process and gain the expected success. This paper will be useful for learning environment in

India to better understand the results of e-learning influencing on students motivation in colleges.

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the influence of e-learning on student motivation using

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