comps reading - Motivation to Learn via Computer Conferencing

Collaboratively written by Bures, Amundsen, and Abrami, this quantitative study investigated the relationship between student motivation and student acceptance of learning via computer conferencing (CC). CC is defined by researchers as "text-based asynchronous messaging; students and instructors log on at different time, read messages previously left by others, and contribute new messages." In this study, the researchers used FirstClass, a user-friendly Canadian conferencing software package, as CC context.

There are two sets of hypotheses in this study. The first relates to whether trait-like motivational variables help explain variance in student acceptance of CC. By "trait-like motivational variables" the researchers mean: 1) outcome expectation; 2) student belief (that they are capable of mastering the CC software); 3) learning / performance orientation. The second set relates to whether state-like motivational variables help explain variance in student acceptance of CC. By state-like motivational variable the researchers mean: 1) subjective competence; 2) personal relevance; 3) task attractiveness.

The overall result is that the trait-like motivational variables were more important predictors of outcomes in CC than the state-like ones. However, the addition of the state-like motivational variables tended to increase significantly the predictive value of the researchers' model of motivation to learn via CC.

For educational importance of the study, the researchers listed four recommendations:

1. instructors may wish to encourage students to pursue mastery-oriented goals.
2. instructors who wish to increase students' CC expectations might design online activities and tasks that help students learn the course material, and then highlight to the students how the activities are related to their learning.
3. instructors might encourage students to believe that they are capable of learning how to use CC
4. instructors should pay special attention to designing tasks that their students will like and will find personally relevant.