You are here:

Student Motivation To Learn via Computer Conferencing
ARTICLE

, ,

Research in Higher Education Volume 41, Number 5, ISSN 0361-0365

Abstract

Examination of student (n=79) motivation to learn via computer conferencing (CC) found that students who believe CC will help them learn the course material (outcome expectations) and believe they are capable of learning how to use CC (self-efficacy) are more likely to be active online than students without these beliefs or those who are concerned about their performance. (DB)

Citation

Bures, E.M., Abrami, P.C. & Amundsen, C. (2000). Student Motivation To Learn via Computer Conferencing. Research in Higher Education, 41(5), 593-621. Retrieved February 21, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

View References & Citations Map

Cited By

  1. The Use of Online Tutoring to Promote Higher-Level Thinking Skills in English Language Learners using Asynchronous Discussion Boards in Teacher Preparation Programs

    Claudia R. Rodas, Northern Arizona University, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2286–2289

  2. Technological and Human-Relational Factors on Student Learning Success in Online Doctoral Leadership Programs: A Theoretical Framework

    Hyunkyung Lee, Yonsei University, Korea (South); Heewon Chang & Lynette Bryan, Eastern University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 837–842

  3. Being together - factors that unintentionally undermine motivation

    Maggie Hartnett & Alison St. George, Massey University; Jon Dron, Athabasca University

    Journal of Open, Flexible, and Distance Learning Vol. 15, No. 1 (2011) pp. 1–16

  4. Online debating to encourage student participation in online learning environments: A qualitative case study at a South African university

    Cheryl Hodgkinson-Williams & Markus Mostert, Rhodes University, South Africa

    International Journal of Education and Development using ICT Vol. 1, No. 2 (Jul 30, 2005) pp. 94–104

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.