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The Preparation of Highly Motivated and Professionally Competent Teachers in Initial Teacher Education
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Tang, Sylvia Y. F.; Wong, Angel K. Y.; Cheng, May M. H. – Journal of Education for Teaching: International Research and Pedagogy, 2015
Education systems around the world need to recruit highly motivated individuals to become teachers and prepare professionally competent teacher education graduates to take up these broadened and deepened roles and responsibilities with a deep and lasting engagement to the profession. This article reports on a mixed-methods study that examines…
Descriptors: Foreign Countries, Teacher Education, Mixed Methods Research, Teacher Competencies
Students' Expectations of, and Experiences in E-Learning: Their Relation to Learning Achievements and Course Satisfaction
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Paechter, Manuela; Maier, Brigitte; Macher, Daniel – Computers & Education, 2010
Within only a few years, the use of e-learning has increased rapidly in Austria. In certain subjects, up to 60% of university students report using e-learning platforms at least "sometimes" or "frequently" (Unger & Wroblewski, 2006). Yet, which aspects of e-learning do students consider important for their learning…
Descriptors: Electronic Learning, Student Attitudes, Academic Achievement, Foreign Countries
Learner Readiness for Online Learning: Scale Development and Student Perceptions
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Hung, Min-Ling; Chou, Chien; Chen, Chao-Hsiu; Own, Zang-Yuan – Computers & Education, 2010
The purpose of this study was to develop and validate a multidimensional instrument for college students' readiness for online learning. Through a confirmatory factor analysis, the Online Learning Readiness Scale (OLRS) was validated in five dimensions: self-directed learning, motivation for learning, computer/Internet self-efficacy, learner…
Descriptors: Electronic Learning, Learning Readiness, Self Efficacy, Learning Motivation
A Motivational Perspective on the Relation Between Mental Effort and Performance: Optimizing Learner Involvement in Instruction
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Paas, Fred; Tuovinen, Juhani E.; van Merrienboer, Jeroen J. G.; Darabi, A. Aubteen – Educational Technology Research and Development, 2005
Motivation can be identified as a dimension that determines learning success and causes the high dropout rate among online learners, especially in complex e-learning environments. It is argued that these learning environments represent a new challenge to cognitive load researchers to investigate the motivational effects of instructional conditions…
Descriptors: Student Motivation, Dropout Rate, Instructional Design, Academic Achievement
Contextual Differences in Student Motivation and Self-Regulated Learning in Mathematics, English, and Social Studies Classrooms.
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Wolters, Christopher A.; Pintrich, Paul R. – Instructional Science, 1998
Examines contextual differences in student motivation and self-regulated learning in seventh- and eighth-grade mathematics, social studies, and English. Results revealed differences by subject area and gender in motivation and cognitive strategy use variables, but not in regulatory strategy use or academic performance; relations among these…
Descriptors: Academic Achievement, Cognitive Processes, Comparative Analysis, Correlation
Learner Control Modes and Incentive Variations in Computer-Delivered Instruction.
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Hicken, Samuel; And Others – Educational Technology, Research and Development, 1992
Describes a study of undergraduate students that investigated the effects of two types of learner control and two types of incentives--task-contingent and performance-contingent--on learners' achievement, attitudes, use of options, and time on program using computer-delivered instruction. Implications for instructional design and research are…
Descriptors: Academic Achievement, Analysis of Variance, Computer Assisted Instruction, Correlation