WBT and Learning Motivation in Health and Nursing Education
article
Lina Bern, Christine Schulmann, Fernuniversität in Hagen, Germany ; Theo Bastiaens, Fernuniversität in Hagen (Germany) and Open University of the Netherlands (The Netherlands), Netherlands
Journal of Educational Multimedia and Hypermedia Volume 26, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
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.
Citation
Bern, L., Schulmann, C. & Bastiaens, T. (2017). WBT and Learning Motivation in Health and Nursing Education. Journal of Educational Multimedia and Hypermedia, 26(4), 309-323. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 23, 2019 from https://www.learntechlib.org/primary/p/173249/.
© 2017 Association for the Advancement of Computing in Education (AACE)
References
View References & Citations Map- Arnold, P., Kilian, L., Thillosen, A., & Zimmer, G. (2013). Handbuch E-Learning (3rd ed.). Bielefeld: Bertelsmann.
- Baacke, D. (1997). Medienpädagogik: Grundlagen der Medienkommunikation Band I. Tübingen: Niemeyer.
- Bühl, A. (2014). SPSS 22: Einführung in die moderne Datenanalyse (14th ed.). Hallbergmoos: Pearson.
- Böhler, C., Leinhardt, C., Robes, J., Sauter, W., Süß, M., & Wessendorf, K. (2011). Webbasiertes Lernen in Unternehmen-Entscheider/innen, Zielgruppen, Lernformen und Erfolgsfaktoren. In M. Ebner& S. Schön (Eds.), Lehrbuch für Lernen und Lehren mit Technologien. Retrieved from http://l3t.tugraz.at/index.php/LehrbuchEbner10/article/view/40 [21.09.2014]
- Chen, K.-C. (2007). Self-determination Theory: Implications for Motivation in Online Learning. In T. Bastiaens& S. Carliner (Eds.), Proceedings of World Conference on E-Learning inCorporate, Government, Healthcare, and Higher Education 2007 (pp. 6745–6750). Chesapeake, VA: AACE.
- Gagné, R., Wager, W., Golas, K., & Keller, J. (2005). Principles of instructional design (5th ed.). Belmont: Wadsworth. Keller, J.M. (1987a). Development and Use of the ARCS Model of Motivational Design. Journal of Instructional Development, 10(3), 2–10.
- Kerres, M. (2012). Mediendidaktik (3rd ed.). München: Oldenbourg.
- Mao, J. & Thompson, M. (2007). ARCS Model and Instructional Design for Adult Learners in Online Learning Environment. In T. Bastiaens& S. Carliner (Eds.), Proceedings of World Conference on E-Learning inCorporate, Government, Healthcare, and Higher Education 2007 (pp. 1692–1695).
- Ryan, R.M., & Deci, E.L. (2000). Self-determination Theory and the Facilitation of Instrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68–78.
- Venkatesh, V., & Davis, F.D. (2000). A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies. Management Science, 46(2), 186–204.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References