A Comparative Analysis of Student Motivation in Traditional Classroom and E-Learning Courses

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Rovai, A., Ponton, M., Wighting, M. & Baker, J. (2007). A Comparative Analysis of Student Motivation in Traditional Classroom and E-Learning Courses. International Journal on E-Learning, 6(3), 413-432. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/20022.

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Journal Information

International Journal on E-Learning
ISSN 1537-2456
Volume 6, Issue 3, July 2007
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on IJEL

Authors

Alfred Rovai, Michael Ponton, Mervyn Wighting, Jason Baker, Regent University, USA

Abstract

Multivariate analysis of variance was used to determine if there were differences in seven measures of motivation between students enrolled in 12 e-learning and 12 traditional classroom university courses (N = 353). Study results provide evidence that e-learning students possess stronger intrinsic motivation than oncampus students who attend face-to-face classes on three intrinsic motivation measures: (a) to know, (b) to accomplish things, and (c) to experience stimulation. There were no differences in either three extrinsic motivation measures or amotivation. Additionally, graduate students reported stronger intrinsic motivation than undergraduate students in both e-learning and traditional courses. However, there was no evidence of motivational differences based on ethnicity. Recommendations for further research are provided.

Keywords

• Classrooms
• Attitudes
• Students
• Distance Education
• eLearning

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