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The learners’ motivation has an impact on the quality of learning, no matter how it is provided, be it via classroom, e-Learning or blended learning. So far, in e-Learning, motivation has been mainly considered in terms of instructional design. Research in this direction suggests several ways to improve learners’ motivation. However, we claim that even more could be done: while being well known in classical learning, a motivational approach based on self-cognition (self-efficacy, self-regulation etc.) is starting to make its way in e-Learning, showing the benefits of a personalized treatment. This paper argues for such an approach, underlining the possibilities for increasing motivation and also for integrating it into current research directions in e-Learning.
|Title of host publication||Cognition and exploratory learning in digital age, CELDA 2006 proceedings|
|Editors||K. Kinshuk, D. Sampson, J. Spector, P. Isaias|
|Number of pages||3|
|Publication status||Published - 2006|
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- 1 Finished
Haig, E. & Weibelzahl, S.
2/01/06 → 30/09/07