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

Abstract

This study investigated the relationship between student motivation and student acceptance of learning via computer conferencing (CC). Student acceptance of CC was operationalized as frequency of contributing messages online, satisfaction with CC, grades, and effort on CC. Student motivation was conceptualized to include students' general motivational characteristics, such as goal orientation, as well as more contextual aspects, such as personal relevance of tasks. Students (n = 167) in ten courses filled out questionnaires at the beginning and end of each course. Personal relevance of the tasks, task attractiveness, and students' beliefs concerning the relationship of CC to learning (outcome expectations) were the most important predictors of student satisfaction with CC. Learning orientation was correlated with grades (n = 78) and self-reported effort on CC activities (n = 167). To provide a sense of the contexts in which CC was used, interviews were conducted with instructors (n = 8). Suggestions are made concerning the implementation of CC for learning.

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