Adult distant in learning motivation

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The purpose of this study was to investigate the role of motivation in the persistence of adults enrolled in online higher education. Online courses, however, suffer from a higher rate of student attrition than their hybrid and face-to-face counterparts. Although it is difficult to attribute the high rate of attrition in online education to any one factor, research has identified a lack of motivation as a primary cause of student dropout.

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Furnborough, Concha and Coleman, James A. This paper examines the reasons for study of adult beginner distance learners of Spanish and the relationships between those reasons and motivation maintenance. A survey of Open University UK students found motivational orientations distinct from those of young people in earlier studies.

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This paper examines the reasons for study of adult beginner distance learners of Spanish and the relationships between those reasons and motivation maintenance. A survey of Open University UK students found motivational orientations distinct from those of young people in earlier studies. Adult learners who maintained their motivation also demonstrated a greater number of reasons for study.

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Not a MyNAP member yet? Register for a free account to start saving and receiving special member only perks. Motivating Adult Learners to Persist.

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Reasons for enrollment varied from personal enjoyment to professional development, and differing definitions emerged regarding completion or success in a MOOC. Results also pointed to the potential for social science MOOCs to promote activism and attitudinal and social change. Bell, F.

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The task was to tease out a puzzle from my teaching context, and to apply just a small amount of theory to address it My professional context is as an independent online educator, and my work includes both teaching Business English to Southeast Asian adult language students, and training teachers in how to design and deliver online courses. My training is primarily delivered asynchronously via the virtual learning environment VLE Moodle, and is complemented with regular synchronous, video conferencing.

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The specific characteristics of online education require of the student engagement and autonomy, factors which are related to motivation for learning. The scale presented 32 items and six dimensions, three of which aimed to measure the variables of autonomous motivation, controlled motivation, and demotivation. The results revealed significant rates for autonomous motivational behavior. It is considered that the results obtained may provide contributions for the educators and psychologists who work with VLEs, leading to further studies of the area providing information referent to the issue investigated in this study.

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Email: Password:. Sign in. Learner motivation is a key to effective instruction and is critical to creating a successful online learning environment; yet, there is a paucity of theory and empirical research on how to create a motivating online learning environment.

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This paper is based on the pedagogical project which focuses on the main factors that motivates or demotivates learners while they are studying online. Specifically, this paper focuses on technical and pedagogical aspects that are needed to make an online course attractive and motivating during the course. The project was divided in two phases. First the literature review and second phase was development of the survey which could be used to find out motivation of online learners.

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