WBT and Learning Motivation in Health and Nursing Education
Lina Bern, Christine Schulmann, Fernuniversität in Hagen, Germany ; Theo Bastiaens, Fernuniversität in Hagen (Germany) and Open University of the Netherlands (The Netherlands), Netherlands
EdMedia + Innovate Learning, in Vancouver, BC, Canada ISBN 978-1-939797-24-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
In the study the emphasis is put on web-based trainings (WBT). WBTs are the most common form of e-learning in on-the-job trainings in the private and public sector in Germany, whereas blended-learning scenarios and virtual classrooms are only used by 55% and 41% respectively. In spite of the increasing distribution of e-learning applications in sectors like higher education as well as private and professional further education, virtual teaching and learning scenarios are not widely used in the health and nursing education. Beside this deficit, the existing academic void of the motivational effect of a WBT in general proves the relevance of the research question: Does the use of the WBT have a positive effect on the learning motivation of the learners? The results collectively indicate that the acceptance of the participants during the use of the WBT has the highest positive impact on the learning motivation of the students.
Bern, L., Schulmann, C. & Bastiaens, T. (2016). WBT and Learning Motivation in Health and Nursing Education. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 1002-1009). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)