The Impact of Motivation and Personality on Academic Performance in Online and Blended Learning Environments by Nurcan Alkış1 and Tuğba Taşkaya Temizel
In the article, The Impact of Motivation and Personality on Academic Performance in Online and Blended Learning Environments was a study conducted by Nurcan Alkış1 and Tuğba Taşkaya Temizel. The study analyzes the impact of students’ motivation and personality traits on their academic performance in online and blended learning environments (The Impact of Motivation and Personality on Academic Performance in Online and Blended Learning Environments, p. 35). The article states that in an online learning environment provides learners with the opportunity of gaining new knowledge and new learning experiences anytime and anywhere. The students in an online learning environment can control their own learning pathway and pace of instruction.
Due to the increased technological access, we are seeing more and more online learners today. The role of motivation has received a lot of attention due to the high debilitation rates in the online classes. It has been argued that the high debilitation rated are negative indicators of motivation (The Impact of Motivation and Personality on Academic Performance in Online and Blended Learning Environments, p. ??). Moreover, since the interaction between students and instructors are different in both online and blended-learning environments, students may have different motivators that affect their academic performance (The Impact of Motivation and Personality on Academic Performance in Online and Blended Learning Environments, p. ??). Which leads them to studying by themselves, thus requiring higher self-efficacy, time management, and self-discipline. Motivation is one of the important predictors of academic success. Additionally, motivation has a notable impact on a student’s behavior and learning process.
In conclusion, in an online learning environment, students who have higher self-discipline, efficacy, and conscientious are more likely to succeed in an online course setting. It is also important for the university to provided the correct resources and support to help students succeed.
E-Learning in Postsecondary Education by Bradford S. Bell and Jessica E. Federman
E-Learning in Postsecondary Education by Bradford S. Bell and Jessica E. Federman by states that more and more postsecondary U.S colleges and universities have been moving from a traditional classroom based learning environment to an online learning environment or e-learning. The authors state that the growth of e-learning have been contributed to educational institutions generating new revenue streams, increasing enrollment, improving access, and providing greater flexibility to students. However, the growth of online learning has been accompanied by the continued debate of its effectiveness (E-Learning in Postsecondary Education, p. 166).
Bradford S. Bell and Jessica E. Federman research and examine three different key issues in the growing use of online learning in post-secondary education. First, the authors question online learning’s legitimacy and its’ effectiveness as other deliver media, comparing it to traditional, teacher-led, face to face classrooms. Second, they research what kind of features of e-learning impact its’ effectiveness. Lastly, they question what obstacles on the adoption of online learning in postsecondary education are.
There has been two arguments, for and against, for the first key issue. Bell and Federmen state that Richard Clark argues that there is nothing unique, impactful, or advantageous of e-learning. Additionally, comparing e-learning to other forms of media have no effect. Clark also states that the technological side of e-learning is a tool used to manipulate the the hands of instructional design, pedagogical approaches, and teacher practice (E-Learning in Postsecondary Education, p. 170). Thus, according to this view, online learning should be no more or less effective as any other form of instructional delivery. He also states that online learning depends on the design that creates the instructional experience for learning. Others that are skeptical of the value of online learning argue on the premise of e-learning differing from the way in which the learners were taught.
However, online learning advocates cite many benefits such as the customization of instruction for the learners, creating multimedia such as graphs, images and PowerPoints, information avenues, and increasing interaction. Some even argue that e-learning can lead to better outcomes by creating an instructional experience that is difficult or near impossible to create a traditional, teacher-led learning environment (E-Learning in Postsecondary Education, p. 170). However, Bell and Federman’s meta analysis coincided with Richard Clark’s point of view that pedagogy, not delivery media, is what influences learning. Additionally, the meta analysis suggested that e-learning is at least as effective as, and in some cases more effective than, traditional classroom-based instruction.
Content, immersion, interactivity and communication are features that can enhance and influence the effectiveness of online-learning by creating a specific instructional experience as stated by Steve Kozlowski and Bradford Bel. By content, they meant on the level of information richness they can provide the learners such as images, sounds and videos. The term immersion refers to the sense of realism online learning can create—the extent to which the learning experience captures the psychological and physical characteristics of a performance (E-Learning in Postsecondary Education, p. 176). Interactivity refers to the types of attributed that impacts the degree and type of interaction between learners, learners and instructors, and between learners and simulated characters and virtual agents. Lastly, communication determines the learner’s ability to communicate verbally and non-verbally. In conclusion, the research provided in the text proves the effectiveness of online learning through the four features mentioned above. However, it all depends on the curriculum, course and program.
There are many obstacles to online learning such as fraud and cheating online, and low-income and underprepared learners. Bel and Federman’s article states that online learning poses a problem to a learner’s integrity in academic honesty. Additionally, they stated that more instructors believe cheating is easier and prevalent in an online learning or e-learning environment. Learners who are underprepared and low-income have e-learning on their side since online learning in postsecondary education is more affordable, has easier access and increased flexibility. E-learning courses have a significant higher dropout rate than traditional led classrooms due to the fact that some students may not have access to broadband internet, lack of technology skills, and possibly low grade point average. Nevertheless, all this can be prevented if they seek support from instructors.
In conclusion, the use of online learning or e-learning has been increasing rapidly over the past few years and research suggest that it will keep increasing in the years to come. There is still more research to be done on the the effectiveness of online learning, yet depends on the curriculum, course and program.
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