Abstract
As debates over the value and effectiveness of online courses continue, more research is needed to assist in identifying predictors of positive student outcomes in online courses. Building from previous research in Feedback Intervention Theory (Kluger & DeNisi, 1996) and the Community of Inquiry framework (Anderson, Rourke, Garrison, & Archer, 2001; Garrison, Anderson, & Archer, 1999), this study sought to identify predictors of student motivation toward online courses. Results from a hierarchical multiple regression, using data from 170 online undergraduate students, suggest that student predisposition to receiving instructor feedback and student perceptions of teaching presence provide strong prediction of student motivation toward online courses.
Highlights
MethodsFollowing IRB approval, participants for the study were recruited from a large, urban, public university through online undergraduate communication courses
H1 predicted that higher levels of teaching presence in current online courses would predict higher student motivation toward online courses more generally
The current data suggests that higher levels of perceived teaching presence in a current online course significantly, negatively predict student motivation toward online courses
Summary
Following IRB approval, participants for the study were recruited from a large, urban, public university through online undergraduate communication courses. The university offers multiple degree completion programs online, including the communication major. Students attending the university could enroll in online communication courses even if not participating in online degree programs. The study data were collected utilizing the Qualtrics online survey instrument. The online survey instrument was used so that participants not enrolled in any FtF courses, and who might not ever physically attend campus, could still take part in the research study. Some students received a small amount of extra credit for taking part in the study, dependent on the course instructor who advertised the study. No additional incentives for participation in the research were offered by the researchers
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