Search results for author:"Luke K. Fryer"
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You may get more results with author:"Luke K. Fryer".
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Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs
Luke K. Fryer; Mary Ainley
Learning and Instruction Vol. 60, No. 1 (April 2019) pp. 252–262
The current study used a longitudinal design to model initial interest and utility-value as antecedents of developing interest and course proficiency. Using measures from four time points across one academic year and competency assessed at the...
Language: English
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Staying motivated to e-learn: Person- and variable-centred perspectives on the longitudinal risks and support
Luke K. Fryer; H. Nicholas Bovee
Computers & Education Vol. 120, No. 1 (May 2018) pp. 227–240
Persistence in any of the growing variety of e-learning formats is a longstanding and pernicious problem. The widely acknowledged nature of this issue makes the considerable gap in our understanding of students' motivation to e-learn a serious...
Language: English
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Supporting students' motivation for e-learning: Teachers matter on and offline
Luke K. Fryer; H. Nicholas Bovee
Internet and Higher Education Vol. 30, No. 1 (July 2016) pp. 21–29
In e-learning environments that are characterized by minimal peer and teacher regulation, motivation is particularly critical but poorly understood. Students' prior experience with computers and smartphones, as well as the teacher support they...
Language: English
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E-learning: Reasons students in language learning courses don't want to
Luke K. Fryer; H. Nicholas Bovee; Kaori Nakao
Computers & Education Vol. 74, No. 1 (May 2014) pp. 26–36
Despite the widespread use of e-learning in higher education, little is known about the motivational orientations of learners who are required to use it. The current research explores the role of amotivation within the compulsory e-learning...
Language: English