The Danish University of Education
Master of Adult Learning and Human Resource Development
Modul 1
Motivation and Online Learning
Jónína Fjeldsted
Cpr. 050869-3060
Studienr. jf1368691
Vejleder: Lise Lund
Forår 2005
Motivation and online learning
Jónína Fjeldsted
Table of contents
Table of contents............................................................................................................. 2
Introduction ..................................................................................................................... 3
Research question .......................................................................................................... 4
Methods .......................................................................................................................... 4
1. Theoretical part ........................................................................................................... 5
1.1 Motivation .................................................................................................................. 5
1.2 Motivation and learning ............................................................................................. 6
1.2.1 Motivational conditions .................................................................................... 7
1.2.2 Motivational strategies ..................................................................................... 8
1.3 Resistance and barriers in learning ........................................................................... 9
1.4 Motivation and online learning ................................................................................... 9
2. Discussion ................................................................................................................. 11
2.1 Motivation in online learning .................................................................................... 11
3. Conclusion ................................................................................................................ 14
4. Literature ................................................................................................................... 15
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Motivation and online learning
Jónína Fjeldsted
Introduction
During the years 2000-2004 I worked as an educational consultant in an Icelandic
company named ANZA hf., which specializes in outsourcing and facility management
and administers complete IT systems for many of Iceland's largest companies.
My main responsibilities were, planning, management and coordination of IT training
courses for employees, for of clients as well as training in various IT programs, creation
of teaching materials and information gathering.
I soon got very interested in the many possibilities web-based learning has to offer, so I
started converting training material from courses I had been teaching into web-courses,
which could be accessed online over companies’ intranet or over the Internet. The idea
was to use the web-courses as training tool for new employees and to collect the
knowledge accumulated both in software training courses and various systems
implementation projects and make it accessible online to all employees through the
company’s intranet.
One of my assignments was to design in cooperation with two other colleagues a webcourse in information security. The course was based on the experience Anza gained
through the implementation of an international security standard intended to increase the
level of security awareness among employees. The purpose of implementing the
security standard was to increase the level of security awareness among Anza
employees.
As I encountered when the course was launched on Anza’s intranet, it can be really
difficult to get employees to log in or participate in this kind of training, even if a lot of
work and effort has been put into the learning content and methods of the tutoring
material. If employees were not directly asked to seek information or training on the
intranet, they did not seem to be at all motivated to do so.
This experience awakened my interest in how student motivation affects learning and
participation in online learning activities as well as what barriers stand in the way of
people using this way of learning effectively. An interest renewed in my studies in the
master program at the Danish University of Education where I use online learning in my
role as a student.
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Motivation and online learning
Jónína Fjeldsted
Research question
How can motivation influence learning in online learning?
Methods
This research paper is my assignment in module 1 in the Master of HRM program at
DPU. In that module the focus is on learning processes and adult educational
psychology. I will use practical examples both from my work and studies, and use
theories, concepts and models from the compendium to connect and enhance my
understanding of how things could be done differently and more effectively.
As theoretical background I will mainly use Edward Deci’s and Raymond J.
Wlodkowsky’s works and theories on motivation.
When reading and writing about online learning, the variety of concepts used can be
quite confusing. It is equally referred to as distance learning or training, online learning,
e-learning and web-based training and there does not seem to be a distinctive difference
in the explanations of these terms. Driscoll points out that over the past 4 years one of
the marking changes in web-based training is the name. The term web-based training
has been replaced with a broader term, e-learning. E-learning is used to provide an
umbrella term for all the technologies involved in the process of designing, delivering
and managing instruction using computers1.
In this paper the term online learning will be used when referring to web-based, distance
and e-learning or training except when quotations do not allow for that.
In chapter one a theoretical background on motivation and learning, resistance and
barriers, and online learning is provided. In chapter two those theories are discussed in
context with practical experience of using online training in the workplace and in the third
chapter a conclusion is drawn.
1
Web based training: Creating e-learning experiences. 2002 P.1
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Motivation and online learning
Jónína Fjeldsted
1. Theoretical part
1.1 Motivation
Motivation is a complex concept to define since it can neither be directly observed nor
measured; it is combination of human characteristics such as drives, needs, beliefs and
values which appear in motivated behavior. The Encyclopedia of Education describes
motivation as the study of why people think and behave as they do as well as of what
pushes or pulls an individual to start, direct and sustain, and finally end an achievement
activity2. According to Wlodkowsky3 the study of motivation deals at its core with the
reasons of why people behave as they do4.
Motivation can be either intrinsic or extrinsic and tied to both kinds of motivated behavior
are either intrinsic or extrinsic rewards.
Deci and Ryan5 describe intrinsic motivation as being based in the innate, organismic
needs of competence and self-determination. These intrinsic needs motivate people in
an ongoing process of seeking and attempting to conquer optimal challenges. Emotions
such as interest, enjoyment and excitement accompanying the experience of
competence and autonomy represent the rewards for intrinsically motivated behavior6.
Such intrinsic rewards that come from within a person are for an example the joy or the
feeling of competence when engaging in an activity or performing a task. People are
intrinsically motivated when the motivation derives solely from the wish of doing
something for the pleasure of engaging in the activity or, as Deci states, when there is
no apparent reward except the activity itself7.
Extrinsic motivation on the other hand is when the force of motivation comes from
outside the learner, i.e. there is some external reward that is more important to the
learner than the process of reaching that goal, so the reward becomes the reason of
behavior. Extrinsic rewards can for an example be grades, salaries, carrier moves or a
pay rise.
2
The International Encyclopedia of Education, 2003 P. 1691
Enhancing adult motivation to learn; A comprehensive guide for teaching all adults, 1999
4 Ibid, P. 67
5 Intrinsic motivation and Self-determination in Human Behavior, 1985
6 Ibid, P. 32
7 Intrinsic motivation, 1975 P. 125
3
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Jónína Fjeldsted
Through his work Deci along with various colleagues has researched the effect of
extrinsic rewards on intrinsic motivation and come to the conclusion that that such
rewards tend to diminish peoples intrinsic motivation as the rewards become the goal
instead of the joy or excitement of engaging in the activity itself. Controversially some of
his research also shows that such extrinsic rewards can effectively induce a person to
do something not done otherwise, even if he would like it very much if he tried, but which
would not have been tried without the reward8.
According to Deci this is connected to another aspect of the influence of motivation on
behavior which is the distinction between autonomous or controlled behavior, where
autonomic behavior comes from being intrinsically motivated and extrinsic rewards
become a controlling device on people’s behavior. Being autonomous is being fully
willing to do what you are doing, approaching tasks with interest and commitment, wholly
involved in the activity itself and not in reaching a goal. People seem to have an intrinsic
need to have the feeling of autonomy or self-determination and at the key to these is
choice. Providing choice is a central feature in supporting person’s autonomy and
thereby enhancing their motivation9.
Even if the use of extrinsic rewards to control various kinds of individualistic behavior,
learning for an example is quite common, Deci argues that the need for personal
autonomy and its effects on intrinsic motivation are much more likely to effectively make
individuals succeed at what they engage in10.
1.2 Motivation and learning
Learning is essential to all human beings, but all learners are diverse and learning is an
individualistic process closely entwined to who we are and what we want.
According to Foley11 all human activity has a learning dimension and people learn,
continually, formally and unformally in various different settings such as the in the family,
at workplaces, through leisure, community and political activities. At least four forms of
learning exist: formal, unformal, informal and incidental. Also there are different types of
8
Intrinsic Motivation and Self-Determination in Human Behavior, 1985 P. 49-52
Intrinsic Motivation, 1975 P. 209
10 Why we do what we do, 1996 P. 1-50
11 Dimensions of Adult Learning, 2004
9
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Motivation and online learning
Jónína Fjeldsted
learning styles, reflective, transformative, tacit, online and experimental learning being
examples of these12.
Since motivation is at the core of why people behave as they do it is safe to assume that
it is also an essential factor in all learning experiences and a feeling which the learner
experiences throughout the learning process. The total motivation to learn is a
combination of intrinsic and extrinsic motivation. As both Deci and Wlodkowsky point
out in their works, it is interesting that even when so much evidence shows how
important intrinsic motivation is in the learning process, educational systems continue to
be more extrinsic motivationally oriented, focusing on grades and tests as extrinsic
rewards.
1.2.1 Motivational conditions
In his book Enhancing Adult Motivation to Learn, Wlodkowsky describes motivational
conditions as a mental and emotional state of being in which the learner is desirous of
information, knowledge, insight and skill. At least four such motivational conditions have
been shown to be enhancing of adult motivation to learn; inclusion, attitudes, meaning
and competence.
Inclusion is the state or sense of being included in learning or a social setting where
there is mutual respect and connectedness between individuals. It is important to the
learners that they feel a sense of belonging to the learning group as well as a mutual
trust, and are able to express themselves and their thoughts without being excluded or
alienated.
Attitudes are a combination of concepts, information and emotions that make individuals
act or respond in a certain way to people, ideas and situations. They are for the most
part learned and can therefore be modified and changed or affected by new
experiences. Positive student attitudes are highly important since attitudes are a
constant influence on learner’s motivation and learning, and two of the most important
criteria for enhancing positive attitudes are relevance and choice. Individuals are much
more interested in learning things that give meaning to who and what they are and much
more willing to learn when they feel that they can choose and follow their interest.
According to Wlodkowsky, meaning from a motivational perspective implies that
experience or idea is connected to an important goal or purpose, and that humans need
to find significance or meaning in what they to. The enhancement of meaning is
12
Dimensions of Adult Learning, 2004 P. 3-4
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Jónína Fjeldsted
therefore at the core of learning and motivation, since adult involvement in learning
diminishes if the learning experience has no meaning to the individual.
The fourth motivational condition that Wlodkowsky states as being important in
enhancing adult learning is competence. People have an innate disposition to be
competent at what they do, and to be affective at what they value as important. This
awareness of competence influences human behavior so strongly, that adult learners
which feel an actual sense of progress usually become well motivated to continue their
efforts in a similar direction. This sense of competence usually comes when adults get
the opportunity to apply or practice their learning. By affirmation through feedback on
how well they are learning, adults experience feelings of efficiency and intrinsic
motivation because they have performed competently in an activity that leads to a
valued goal, which again gives them confidence and motivation to continue to learn
more13.
1.2.2 Motivational strategies
According to Wlodkowsky deliberate instructor actions which he calls motivational
strategies can be taken to enhance a person’s motivation to learn. These strategies
contribute to stimulating or creating motivational conditions. Motivational strategies can,
for example, be intriguing questions or relevant examples, while interest and curiosity
are motivational conditions.
Wlodkowsky claims that there are four motivational conditions that can create or
enhance motivation in learning. By defining these motivational conditions and planning
motivational strategies and learning activities according to each it is possible to keep
motivation going in learning experiences and maximize the outcome of the learning.
The motivational conditions and the strategies applied to each are:
Establishing inclusion; by creating a learning atmosphere where students feel respected
and connected. This should be done with collaborative learning at the beginning of
instruction.
Developing attitudes; by creating a favorable disposition toward learning through
relevance and choice. This should be done by establishing relevant learning goals at
the beginning of instruction.
13
Enhancing Adult Motivation to Learn; A comprehensive guide for teaching all adults, 1999 P.
67-88
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Motivation and online learning
Jónína Fjeldsted
Enhancing meaning; by creating engaging and challenging learning experiences that
include learner perspectives and values. This should be done throughout the instruction
process with critical questioning and predicting.
Engendering attitudes; by creating an understanding that learners effectively learned
something. This should be done at the end of learning by self assessment.
Because these motivational conditions work in concert and exert their influence on adult
learning, Wlodkowsky finds that instructors would be wise to plan how to establish and
coordinate these conditions when possible. Such motivational planning helps to keep
attention on the learning climate and instruction, and what can be done about instruction
when it is not as vital as it is supposed to be14.
1.3 Resistance and barriers in learning
As well as there is learning, there can also be non-learning, and in the same way as
people can be motivated to learn, there are also several reasons for them resisting
learning, both social and psychological. The most frequently named are cost and lack of
time, but other might for an example be age, intelligence, language, geographical
location and computer skills.
People can also resist learning for personal reasons. Learning almost inevitably brings
about changes in a person, and change is often the cause of resistance, since people
want to hold on to what is known to them and within their comfort zone. Wlodkowsky
points out that we tend to resist change because, as is the case in any organized
system, change in one aspect of our personality would require change in other
interrelated parts15.
This is affirmed by Freedman16 when he states that it is an obvious fact that radical
innovations in organizations are not easily understood, accepted, used, diffused or
disseminated, and assimilated by organizational members who are addicted to a
contrasting reality that is well established, familiar and comfortable for them17.
1.4 Motivation and online learning
The possibility of learning via computer has affected all education and has developed
rapidly in the past decade, from early CD-Rom courses to whole educational programs
14
Enhancing Adult Motivation to Learn; A comprehensive guide for teaching all adults, 1999 P.
67-88
15 Enhancing Adult Motivation to Learn; A comprehensive guide for teaching all adults, 1999 P. 21
16 The Undiscussable Sides of Implementing Transformational Change, 1997
17:Ibid, P. 53
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based on learning on computers or via the Internet. This kind of learning, whether it is
called online, distance, e- or web-based learning has also become an extensive industry,
and is used by individuals, schools and workplaces world wide.
Various types of online learning can be found, from individual courses which stand alone
to courses, to or whole online learning communities bound together by communication-,
learner face systems and learning management systems.
The courses themselves are also very different in design and structure. They can be
content high, which means that they have very much material on Web pages, with very
little instructor interaction and virtually no student-to-student interaction.
Other courses in contrast, involve considerable interaction & dialog among students and
instructors. Although some designs encourage this instructor/student dialog throughout
these courses, other designs emphasis the role of instructor as initial facilitator who
becomes hands-off once the group is going.
Curtis J. Bonk18 president of CourseShare.com describes some of the advantages
connected to online learning in the survey, “Online training in an online world”:
“It allows for student time and place independence, expanded distribution of
course materials, greater controls over the quality of the learning materials, the
shortening of training time, lower travel costs, the tailoring of instruction to
individual needs, smaller units of instruction, automatic creation of student
activity records and completion logs, easily updated content and the potential of
greater interactivity”. 19
Using online learning for training and tutoring in the workplace is becoming an important
and often preferred method by many companies. Promised gain of online learning such
as more flexibility, broader training opportunities, it’s anytime anywhere access to the
learning material and reduced traveling costs, seem an attractive quality for companies
where speed, efficiency and competence are important factors in staying in business.
But it is also well known that online learning has its disadvantages as well, both tied to
the technology and to the users or learners themselves.
18
19
Online training in an online world, 2002
Ibid, P. 23
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Jónína Fjeldsted
According to Bonk one of the problems online trainers and instructors still face is the
difficult dilemma of how to motivate employees to take and complete online courses20.
This is in accordance with Visser’s, Plomp’s, Amirault’s and Kupier’s21 findings in their
article on Motivating students at a distance, that a great number of distance learning
courses suffer from extremely low student completion rates which can be traced to
motivational problems and not instruction itself. Furthermore they point out that the
focus on motivation issues in distance learning seems to be lacking both in today’s
educational research community and specialized handbooks in the field of distance
education22.
In the world of online learning the emphasis seems to be more on the technology,
content and visual layout than the motivational issues themselves.
2. Discussion
2.1 Motivation in online learning
An online learning environment is not a formal learning setting and may in many ways
differ from those learning settings people usually associate with teaching and learning.
One of the advantages of online learning is the ability to learn when and where learners
choose in an individual self-paced way. But it can also become one of online learning
biggest disadvantages, since the absence of an instructor who is ready to motivate
students when needed lays the whole responsibility of learning on the learners
themselves.
People participate in online learning for different reasons. Some do it on their own
premises to add new things to their knowledge, improve their skills or as a part of
enhancing their education. Others may participate on demand from their employer as
part of implementing new productions or processes, or because of innovations or the
need for more skilled or educated employees.
When people have chosen voluntary to enter online learning it can be assumed that their
intrinsic motivation and the emotions of joy and challenge make them more enthusiastic
about their learning than if it had not been their own choice to attend. Their rewards lie
in the satisfaction of completing the task they have chosen and the enjoyment of
20
Online training in an online world, 2002 P. 24
Motivating students at a distance: The case of an international audience, 2002
22 Ibid, P. 2
21
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Jónína Fjeldsted
mastering new skills. If the learning experience provides them with a sense of
accomplish and satisfaction their intrinsic motivation should keep them interested in
completing the learning.
There are also those who attend to online learning because it is required of them by their
employer. Even though employees are invariably enthusiastic for attending all kinds of
studies enhancing their skills and competence at work, it is not always that their desires
for certain kinds of learning and the needs of the company for certain skills are
combined. Therefore employees are sometimes attending to online learning courses
which they might not have chosen by themselves so their motivation is of an extrinsic
nature. Of course those who attend online learning on demand from their workplace can
also become interested in what they learn if the learning experience awakes their
interest, but there is also the possibility that the rewards for, or the pressure of, attending
will diminish their motivation and lead to them not completing the studies or simply not
learn as much as intended.
Whether people attend online learning of their own choice or on demand there are
common factors that need to be considered when studying in an online learning setting.
For one thing the barriers that learners in online learning can experience are the same,
whether students attend of their own choice or not. The absence of a teacher can be
confusing to some, while lack of computer skills can be a considerable barrier for others.
People who enter online courses for the first time may also feel intimidated of a new and
different way of learning and can also resist learning because of this. The use of
language can also present a barrier for employees, and since most of the ready made
online learning material that is in offered is in English it quite often does for those who
are not fluent in the language. But the biggest barrier in online learning is likely to be
people’s computer skills, since these are primary skills needed to be able to participate
in this kind of learning.
By being aware of how barriers can make learners resist learning, or diminish their
motivation to continue it, certain steps can be taken to prevent this happening. This can
for an example be done by offering support online, easy access to the teacher when
needed and translation of learning material. By this learners feel a sense of inclusion in
the learning setting and the learning material becomes more relevant to them.
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Motivation and online learning
Jónína Fjeldsted
In many online courses or studies there is not the same sense of inclusion as in a
classroom, where learners and instructors meet and learn in the same place at the same
time, since learners learn individually on their own computers at home or at work.
They are not included in a physical learning group and this can lead to them feeling
excluded and alienated from their fellow learners, which can lead to their loosing interest
in completing their studies. It is therefore highly important when possible to establish an
inclusion by creating an atmosphere of connection between learners. This can easily be
accomplished at work with all the technology now available, for an example by starting
courses with video conferences and enabling the possibility of connection between those
who are attending.
Another very affective way of establishing inclusion is to have those employees engaged
in online learning meeting at the beginning of the studies with their instructor and in
further sessions while the learning is ongoing. That way an atmosphere of respect and
connectedness can be established and further communication is made easier because
everyone attending knows that the others are there to. It is also essential to provide a
communication tool and encourage communication between for those participants who
are taking the same online learning courses.
Developing a positive attitude to the online learning employees attend is also important,
preferably at the beginning of their studies so they maintain their interest in what they
are learning. Even when people have not had a choice in attending, they can be offered
some other choices regarding their learning, for example if they want to study at home or
at work. Employee’s attitudes can also be influenced in a positive way by making the
learning material as relevant to their work and circumstances as possible. If a course is
highly needed and relevant for the company managers might be wise in influencing
employee’s attitudes by explaining those needs to them so employees might integrate
the need of the company as their own need for improvement, or see it as relevant to
their jobs.
If learners are to maintain their interest in the learning activity, the learning must give
meaning to them. Enhancing meaning for learners can be accomplished by choosing
learning material or experiences that relate to what learners understand or know from
their experience. For an example, using examples from employees own work or
situations known to them give enhanced meaning to their learning. Using visual effects
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Motivation and online learning
Jónína Fjeldsted
such as pictures, tables or questions to enrich text can also help in keeping learners
motivated while long dry texts can make them loose interest fairly soon.
Since competence is such an important factor from a motivational aspect employees
should be informed of what the purpose of their learning means to their working place.
Knowing that they are enhancing the company’s competence by becoming more
competent themselves can give their learning more meaning and thereby add to their
motivation to continue the learning experience.
Last, but not least, attitudes should be endangered by giving learners feedback on their
learning. Employees should be given the possibility to practice what they have learned
in real working situations so they can assess their competence at what they have
learned.
This can be done in self assessment tests in the online material it self, but it is also
important that employee’s get feedback and recognition from their superiors and get to
know that the learning accomplished is important and well done and matters for their
working places as well as for themselves as competitive individuals.
3. Conclusion
When companies invest in online learning wither it is ready made courses or designed
by them self it is always an expensive investment which they preferably want to
maximize their return in. Employee lack of completion or non-learning because of lack
of interest or motivation in online learning is therefore waist of money.
Awareness of motivational conditions and strategies and motivational planning according
to these can help in many ways in online learning.
Online learning often requires even more learner motivation and self discipline from the
learner and therefore it is not enough just to tend to the technological or the designing
part of online learning to keep them motivated. It is also wise to carefully plan instruction
with motivational conditions and strategies in mind. If not, there is always the danger of
having wasted money on learning course that are not used to their full possibilities.
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Jónína Fjeldsted
4. Litterature
Bonk, Curtis J. (2002): Online training in an online world. Retrieved March 28th 2005
from the Internet: http://www.publicationshare.com/docs/corp_survey.pdf
Deci, Edward L. (1975): Intrinsic Motivation. Pleinum Press. New York and London. P.
Deci, Edward L. and Ryan, Richard M. (1985): Intrinsic Motivation and SelfDetermination in Human Behavior. Pleinum Press. New York and London.
Deci, Edward L. (1996): Why we do what we do. Penguin books. P. 1-50
Driscoll, Margaret. (2002): Web based training: Creating e-learning experiences, second
edition. Jossey-Bass/Pfeiffer. (1998).
Freedman, Arthur M. (1997): The Undiscussable Sides of Implementing
Transformational Change. I. Consulting psychology journal 49 (1). P. 53
Foley, Griff. (2004): Dimensions of Adult Learning. Open University press. P. 3-17
Husén, Torsten. (2003): The International Encyclopedia of Education. Pergamon.
(1994). P. 1691.
Visser, Plomp, Amirault, Kupier. (2002): Motivating students at a distance: The case of
an international audience. Retrieved February 13th 2005 from the Internet:
http://www.learndev.org/dl/ETR&D2002-LyaEtAlFinalDraft.pdf#search='Motivating%20Students%20at%20a%20distance'
Wlodkowsky, Raymond J. (1999): Enhancing Adult Motivation to Learn; A
comprehensive guide for teaching all adults. Jossey Bass.
15