Detail Attractive Factors for E-learners   Oleh:  Intratat, Charatdao Jenis: Article from Proceeding Dalam koleksi: 3rd CELC Symposium Proceedings: Selected Papers from the Third CELC Symposium for English Language Teachers 2011, page 85-96. Fulltext: 85-96.pdf (537.07KB) Isi artikel Educational psychologists assert that a learner’s motivation initiates his behavior and persistence in learning activities (Woolfolk, 2007; Stipek, 1998). His motivation may have influenced his efforts and as these efforts prove successful, his sense of self-efficacy increases, and in turn, improves motivation (Elliot et al., 2000). Most studies claim that students have positive attitudes toward e-learning (Todman & Dick, 1993; Intratat, 2007). However, some intrinsic personal factors such as gender and age affect the success levels of the e-learners. Further, extrinsic environmental factors such as technical problems, pressure of work and lack of time have an impact on students’ withdrawal levels from e-learning programmes (Packam, et al., 2004). In order to investigate the attractive factors that encourage e-learners to develop as autonomous learners, this study surveyed the opinions of university students who had experienced studying with e-materials. The subjects in the study were 3,080 undergraduates and graduate students from all nine faculties at the King Mongkut’s University of Technology Thonburi (KMUTT). The study focused on the students’ reasons for using the computer and the e-materials which they did frequently. The major findings indicate that they used computers mostly to communicate with friends, and to search for general and academic information. The most frequently visited websites were described as user-friendly, equipped with up-to-date general knowledge and academic information and were directly related to the students’ reports or homework. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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