Intrinsic Factors Of E-Learning

Chapter 1: Introduction

1.1 Background to the research problem to be resolved

According to a study carried out in China, the use of e-learning in higher education institution are considerably low as many of the instructors do not believe in E-learning (Wang, 2009). Moreover, E-learning sometimes leads isolation of students from others. Therefore, E-learning is only successful if students are properly motivated to use E-learning. It is difficult to attract and preserve the learners’ interest in learning because learners will not perform self regulated and self-directed E-learning unless they are motivated. It may be difficult to motivate students’ directly but we can identify the factors that motivate students to use e-learning for the successful

The past research shows that there is critical relationship between students’ self-efficiency and how they react E-learning. Students with weak self-efficiency will be less motivated to use E-learning. On the other hand, students with high self-efficiency towards E-learning will be highly motivated to use E-learning (Compeau & Higgins, 1995).

2.2.3 Intrinsic factors

Student behaviour in intrinsic motivation is derive from feeling of fun, enjoyment and pleasure Lee (2005) “Intrinsic motivation refers to the things that done for own sake”. The users will be motivated if they find it interesting, engaging, fun or in some way satisfying. Self-paced and interactive feature in E-learning may find students’ E-learning more challenging and playful. Moreover, through discussion boards and online chartrooms students’ can connect with others and built friendships. This might motivate them inherently to feel connected to others. Therefore, if student find the use of E-learning is enjoyable, entertain or fun, he or she is more likely to have favourable towards E-learning and have high chance of intention to use E-learning (Lee

It has the power to transform the way of teaching which improves learning. However, when designing an online platform its important educational institutions take into account crucial element of students' motivation. Car Rogers ‘person –cantered theory’ states that motivation is essentially coming from within a person. Same as in a face-to-face environment, it is important for lecturers consider a number of elements to create circumstances that motivated students (Intarat, n.d). According to Abraham Maslow’s ‘Theory of Growth motivation’ fulfilling needs of people is a crucial element in increasing motivation. To fulfil the needs of the students, lecturers should understand the knowledge of the audience (the learners) which enable to detect the needs of the students, awareness of students’ anxiousness, because sometimes anxiety have a negative impact on student accessibility and motivation. It is also important to consider characteristic of students in order to understand their needs. Studies have shown that mature students are more likely is motivated to use online technology due to the flexibility it offers them (Nehme,