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Motivation To Learn via Computer Conferencing: Exploring How Task-Specific Motivation and CC Expectations are Related to Student Acceptance of Learning via CC
ARTICLE

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Journal of Educational Computing Research Volume 27, Number 3, ISSN 0735-6331

Abstract

Investigated the relationship between university student motivation and student acceptance of learning via computer conferencing (CC). Considered frequency of contributing online messages; satisfaction with CC; grades; effort; goal orientation; personal relevance of tasks; task attractiveness; and students' beliefs concerning the relationship of CC to learning. (Author/LRW)

Citation

Bures, E.M., Amundsen, C.C. & Abrami, P.C. (2002). Motivation To Learn via Computer Conferencing: Exploring How Task-Specific Motivation and CC Expectations are Related to Student Acceptance of Learning via CC. Journal of Educational Computing Research, 27(3), 249. Retrieved February 22, 2019 from .

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Cited By

  1. Relationships between online motivation, participation and achievement: More complex than you might think

    Maggie Hartnett, Massey University

    Journal of Open, Flexible, and Distance Learning Vol. 16, No. 1 (2012) pp. 28–41

  2. 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

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