Motivation of classroom attendance students for the use of digital technologies in online courses.

Abstract

To verify if structural aspects, previous use of digital technologies, and ways of studying by classroom attendance students interfere with motivation in the use of these technologies in online courses. A quantitative cross-sectional study was carried out with 713 university students, from May to September 2015, with the use of an evaluation scale for motivational factors regarding the integration of information and communication technologies in education. Descriptive and inferential statistical analysis of the data was carried out. Desire to attend online courses interfered with four of the five scale factors. Having a space for studying and the way students reported learning better interfered with intrinsic motivation (p=0.006 and p=0.017, respectively). Predisposition to attend online courses, having an appropriate space to study, and reconciling studies with the use of other websites were positive elements for motivation of students in online courses.