Motivation in E-learning for Adult Learners : A Japanese Context

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Abstract

type:P(論文)

日本におけるEラーニングはまだ初期段階にあるが,学習意欲の高い社会人はフレキシブルなEラーニングでの学習を求めている.本論文は,日本のEラーニングにおけるケーススタディーを通し,社会人がEラーニングでの学習意欲を持続させ,学習環境を最大限に活用するために必要な動機づけについて調査した.学習者の観察,インタビュー,さらにEラーニングの初期段階にある群と,2年間のEラーニングを経た群に分け,アンケート調査からデータを入手した.インストラクショナルデザインで広く使用されているARCSモデルの動機付け要因に関してと,各学習者の学習環境に関する要因に関しての2つの視点,各要因の相関関係,さらに 日本人の特徴を考慮しながら分析を試みた.その結果,動機付けに必要なものは学習者同士のインターラクションであり,それはまた学習者の自己効力感を高めることがわかった.

In Japan the Internet-based learning is still at the early stage. However, adult learners in Japanese society expect the development of flexible e-learning programs. The purpose of this case study was to examine motivational factors affecting online-learning for adult learners in Japan based on observations, interviews and questionnaire survey. The data were investigated from motivational factors of the ARCS model and influence of e-learners learning environment, considering changeability of motivational factors and affection of Japanese characteristics. This case study revealed motivation of adult e-learners was individually different, but was mostly positively influenced by online interaction in particular with peers and in a group activity. Interaction in e-learning settings goes beyond social activities and the simple exchange of information. In addition, their confidence level toward online activities was increased as they became more experienced with online learning. It was also observed that active participants in online interactions had developed higher level of self-confidence and self-regulation than less active students. Motivation factors of successful e-Learners are highly interrelated among factors. Improving Japanese e-Learners self-efficacy is the most difficult in the process of instruction, but important for other motivational factors. These results suggest the importance of offering sufficient opportunities for interactions and orovidins sunoorts when we imolement e-learnins oroarams for adult learners.

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