Currently, e-learning technology is being used to train and educate a myriad of personnel and each year enrollment numbers grow. Evidence shows, however, that completion rates among e-learners are lower than that of traditional learners. Motivational theory is applied to this problem to explain why e-learners initiate, sustain, and terminate behavior. In particular, an integrative motivational model, that highlights distal and proximal processes, is introduced to identify and measure those factors most likely to influence e-learning course completion rates. Findings offer recommendations that may be useful to e-learning course instructors, administrators, and designers. Three research questions, guided by 13 hypotheses, were used to investigate motivational theory and its relation to e-learning course completion rates. Eight (8) e-learning courses were analyzed along with 497 responses received from an on-line survey. Data was coded according to whether the student completed or dropped the course. Statistical analysis showed that e-learners are more likely to invest their time, talent, and energy when they encounter fewer technical problems, fewer distractions, and more environmental support from supervisors and instructors. Furthermore, lengthy modules and low self-efficacy were found to decrease the motivational tendency to persist. Overall, results demonstrated that motivational theory can be used to predict and explain those factors most likely to influence a person's desire to "go the distance" with e-learning. Practical and theoretical implications of the research are discussed.
Currently, e-learning technology is being used to train and educate a myriad of personnel and each year enrollment numbers grow. Evidence shows, however, that completion rates among e-learners are lower than that of traditional learners. Motivational theory is applied to this problem to explain why e-learners initiate, sustain, and terminate behavior. In particular, an integrative motivational model, that highlights distal and proximal processes, is introduced to identify and measure those factors most likely to influence e-learning course completion rates. Findings offer recommendations that may be useful to e-learning course instructors, administrators, and designers. Three research questions, guided by 13 hypotheses, were used to investigate motivational theory and its relation to e-learning course completion rates. Eight (8) e-learning courses were analyzed along with 497 responses received from an on-line survey. Data was coded according to whether the student completed or dropped the course. Statistical analysis showed that e-learners are more likely to invest their time, talent, and energy when they encounter fewer technical problems, fewer distractions, and more environmental support from supervisors and instructors. Furthermore, lengthy modules and low self-efficacy were found to decrease the motivational tendency to persist. Overall, results demonstrated that motivational theory can be used to predict and explain those factors most likely to influence a person's desire to "go the distance" with e-learning. Practical and theoretical implications of the research are discussed.
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