JungHyun Park, Ji Su Park, Jin Gon Shon

KIPS Transactions on Software and Data Engineering, Vol. 13, No. 1, pp. 28-34, Jan. 2024
https://doi.org/10.3745/KTSDE.2024.13.1.28,   PDF Download:
Keywords: Adult Learner, E-learning, Learning Motivation, Motivational Factor, Learner Participation
Abstract

Since e-learning is conducted based on the learner’s autonomy, motivation to continuously participate is crucial for success in e-learning. As the number of adult learners participating in lifelong education increases, it is necessary to study learner participation and the motivating factors. Drawing upon the Expectancy-Value Theory and Self-Regulated Learning Theory, this study analyzed the influence of motivational factors (value, costs, cognitive regulation, and scheduling) on learner participation. An e-learning program was implemented on MoodleCloud, and learners completed a survey before going through the program. Regression analysis was conducted using the survey response data along with the participation score, calculated using the log data. The results of the analysis demonstrated that value and scheduling significantly influenced learner participation, with gender differences found in value. This means that as adult learners perceive higher value in the e-learning program and possess better scheduling skills, they are more likely to participate. These findings can be utilized in developing teaching and learning strategies for both learners and instructors, ultimately helping to prevent dropout in e-learning.

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