Intrinsic and Extrinsic Motivation to E learning in Higher Education Institutions

Abdulkareem Al-Alwani

doi:10.24297/ijct.v12i1.3358

Abstract

There were many researches which were conducted about implementation of e learning in Higher Education Institutions, but few of them were focused on the motivation of e learning. Even though, there are many applications of e learning in Higher Education Institutions, it is very obvious that there is a resistance to e learning from many users in different fields. The researcher in this study tries to examine the knowledge of selected faculty members to know what their motivations are towards e learning. The research explores various intrinsic and extrinsic motivations such as physical resources, accessibility to internet, perception towards e learning, training, pedagogy and teaching strategies, confidence, comparison to face-to-face teachings, time factor, administrative support, lack of time for students, lack of monitoring, recognition, workload, relevancy to taught courses, in-adequate release time, age, and students technical knowledge. Faculty from various countries responded â€˜strongly agree that adequate and workable physical resources, and accessibility to internet have high percentage (>30%) that motivates them to utilize e learning. While a small percentage chose less agree and disagree to other responses that contribute to motivation towards e learning.

Highlights

These days many faculty members assure numerous benefits of e learning to the students, for example consistency, accessibility, adaptability, flexibility, and controllability over their learning experience (Borstorff and Lowe 2007)
Based on the experience of the researcher working with Higher Education Institutions (HEIs), it is very apparent that motivation plays a very important role to energize faculty members towards the integration of using technology into HEIs
This study has found substantial findings on the successful motivational factors that encourage faculty to utilize e learning

Summary

INTRODUCTION

These days many faculty members assure numerous benefits of e learning to the students, for example consistency, accessibility, adaptability, flexibility, and controllability over their learning experience (Borstorff and Lowe 2007). E learning may not be a learning opportunity appropriate for everyone and it should not be considered as a learning mode that forever replaces the traditional classroom learning experience It should rather be considered as an opportunity to complement traditional learning, to assist those students who require flexibility in learning. How faculty members feel about using e learning will have a considerable impact on whether they integrate this technology into their teaching or not. Today‟s faculty members maybe more familiar with technology in general, they still may not be prepared or able to integrate e learning into their teachings. For the purpose of this study, various data have been identified as the underlying factors that degrade the faculties‟ motivation towards using e learning

BACKGROUND

DISCUSSION

Disagree

Findings

CONCLUSION