The effects of E-learning on students’ motivation to learn in higher education
The Online Learning Consortium
The recent COVID-19 pandemic has forced educational institutions worldwide to adopt e-learning. UAE higher education institutions have implemented e-learning systems and programs to cope with this unprecedented situation. This paper measured the strength of association between key aspects of e-learning systems and programs and students’ motivation to learn in Ajman University (AU). Cronbach’s coefficient alpha was used to test the internal consistency reliability of key aspects of e-learning (EL-8) and students’ motivation to learn (SML-16). Exploratory factor analysis was used to test the validity of, and coherence of patterns in, the data. Parametric and non-parametric methods were used to investigate the strength of association between key aspects of e-learning and students’ motivation to learn in AU. The results indicated that motivation variables were more strongly correlated with both e-teaching materials and e-assessments key aspects relative to others such as e-discussion, and e-grade checking and feedback. © 2021, The Online Learning Consortium. All rights reserved.
This article is not available at CUD collection. The version of scholarly record of this article is published in Online Learning Journal (2021), available online at: http://dx.doi.org/10.24059/olj.v25i3.2336
Factor analysis, Internal consistency, Key aspects of e-learning, Motivation to learn
Elshareif, E., & Mohamed, E. A. (2021). The effects of E-learning on students’ motivation to learn in higher education. Online Learning Journal, 25(3), 128-143. https://doi.org/10.24059/olj.v25i3.2336