Masters Theses

Frank Laszlo

Date of Award

5-2001

Degree Type

Thesis

Degree Name

Master of Science

Major

Human Resource Development

Major Professor

Jacquelyn Orlando DeJonge

Committee Members

Virginia Kupritz, Doo Lim

Abstract

It is generally agreed that the identification of learning motives, and subsequent inclusion of supportive instructional methods and strategies into course design, can contribute to the transfer and retention of course content (Shih & Gamon, 1999; Warschauer, 1996; Wlodkowski, 1999). Online, or web-based instruction is becoming a relatively cost-effective delivery method as many businesses and universities seek to lower costs. However, limited research into online learning motives has occurred. As a result, many online instructors and course designers rely on traditional learning motives derived from classroom research (Warschauer, 1996). Since the development and use of learning motives is considered to be the best predictor of student achievement (Shih & Gamon, 1999) it becomes increasingly important that inquiry into this area would benefit both student and instructor/course designer. As part of the continuous improvement process established by the University of Tennessee's Human Resource Development Department and its Diversified Instructional Modality Systems (DIMS) course development and delivery team, this study was conducted to identify learning motives in use by undergraduate students enrolled in core online courses offered by the Human Resource Development Department during the Spring Semester of 2000. A sixteen item, Likert-type questionnaire was administered to all undergraduate online students. Items were grouped within five primary learning motives derived from a review of learning motive theories characterized by course interest, course relevance, personal feelings and emotions, reinforcement and self-competence. In addition, demographic information such as gender, marital status, employment status and student status were collected for future correlational analysis.

The highest levels of agreement occurred in responses pertaining to course relevance, reinforcement and self-competence, respectively. Course interest and personal feelings and emotions indicated less agreement among online students. However, individual item agreement levels were highest in receiving frequent instructor feedback, preferring course material that arouses curiosity, completing the course and learning what is being taught, respectively. Least agreement was indicated in thinking about personal emotions and feelings, learning things that were surprising or unexpected, self-praise in the absence of instructor praise, and maintaining attention using a variety of lesson topics.

Based upon the results of this survey, appropriate learning methods and strategies were identified for possible inclusion into current and future online instructional plans.

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