Motivation: included or excluded from E-learning

Mihaela Cocea, S. Weibelzahl

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

186 Downloads (Pure)


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.
Original languageEnglish
Title of host publicationCognition and exploratory learning in digital age, CELDA 2006 proceedings
EditorsK. Kinshuk, D. Sampson, J. Spector, P. Isaias
PublisherIADIS Press
Number of pages3
ISBN (Print)9728924224
Publication statusPublished - 2006


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