Motivation in Online Education
This work explores and explicates learner motivation in online learning environments. More specifically, it uses a case-study approach to examine undergraduate students’ motivation within two formal and separate online learning contexts. In doing so, it r
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Motivation in Online Education
Motivation in Online Education
Maggie Hartnett
Motivation in Online Education
123
Maggie Hartnett Massey University Palmerston North New Zealand
ISBN 978-981-10-0698-2 DOI 10.1007/978-981-10-0700-2
ISBN 978-981-10-0700-2
(eBook)
Library of Congress Control Number: 2016933322 © Springer Science+Business Media Singapore 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer Science+Business Media Singapore Pte Ltd.
To Steven and Caitlin
Foreword
I am delighted to have the opportunity to introduce this important book by Dr. Maggie Hartnett. I had the privilege to be one of the supervisors of Maggie’s Ph.D. and, as in all successful teaching, I am pretty sure that I learned more from her than she learned from me. Her clarity of thought and her careful, meticulous approach to the research process, combined with her richly human-centred and sensitive perspective on the educational endeavour, led to something quite unique in the literature, some of the results of which you are about to discover. In this volume, that builds upon her Ph.D. work, that clarity and humanity shine through. I warmly commend you to it and hope that you will be as inspired by her work as I have been. This is one of the first books that I am aware of that takes a truly rigorous and in-depth look at the lived reality of how and why online learners are enthused and driven, or demoralized or discouraged, during the process of online education. This is arguably the most important issue in education today and one that, as more and more education moves online, must increasingly dominate the narrative of the discipline.
The Central Problem Far too many students, online and not, are discouraged, drop out, cheat, or follow instrumental paths in which what is learned is far less important to the learner than the certification of that learning. When coercion is ent
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