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Intrinsic Motivation in a Blended Le...

Michigan State University.

Intrinsic Motivation in a Blended Learning Environment : = An Exploratory Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Intrinsic Motivation in a Blended Learning Environment :/
其他題名:	An Exploratory Study.
作者:	Zeller, Angelina N.
面頁冊數:	1 online resource (96 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
標題:	Educational psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9780355906998

Intrinsic Motivation in a Blended Learning Environment : = An Exploratory Study.
Zeller, Angelina N.

Intrinsic Motivation in a Blended Learning Environment :An Exploratory Study. - 1 online resource (96 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--Michigan State University, 2018.

Includes bibliographical references

It is estimated that 75% of all K-12 schools in the United States incorporate some form of e-learning within their instructional program offerings (Watson, Pape, Murin, Gemin, & Vashaw, 2014). However, current research relating to the success of virtual learners is providing mixed results at best, with virtual course completion rates hovering around 58% (Freidhoff, 2017) and attrition rates as high as 80% in some e-learning courses (Bawa, 2016; Bonk, 2001; Moshinskie, 2001).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355906998Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Intrinsic Motivation in a Blended Learning Environment : = An Exploratory Study.
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100 1 $a Zeller, Angelina N. $3 1188223
245 1 0 $a Intrinsic Motivation in a Blended Learning Environment : $b An Exploratory Study.
264 0 $c 2018
300 $a 1 online resource (96 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Jennifer Schmidt.
502 $a Thesis (Ph.D.)--Michigan State University, 2018.
504 $a Includes bibliographical references
520 $a It is estimated that 75% of all K-12 schools in the United States incorporate some form of e-learning within their instructional program offerings (Watson, Pape, Murin, Gemin, & Vashaw, 2014). However, current research relating to the success of virtual learners is providing mixed results at best, with virtual course completion rates hovering around 58% (Freidhoff, 2017) and attrition rates as high as 80% in some e-learning courses (Bawa, 2016; Bonk, 2001; Moshinskie, 2001).
520 $a The purpose of this study was to understand the degree to which students who were new to a blended learning program were motivated toward tasks aimed at developing 1) a sense of community; 2) e-skills, 3) self-regulation, and 4) goal-setting; and to examine whether motivation in these domains is predictive of continued enrollment, progressing in school and academic engagement during their first semester in the program.
520 $a This study provided an intimate window through which to view students' sociodemographic characteristics, motivations and outcomes in this cyber school blended learning model, with key findings related to sociodemographic background and motivational characteristic variables statistically significant to important education outcomes.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational psychology. $3 555103
650 4 $a Educational technology. $3 556755
655 7 $a Electronic books. $2 local $3 554714
690 $a 0525
690 $a 0710
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Michigan State University. $b Educational Psychology and Educational Technology. $3 1179840
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10813258 $z click for full text (PQDT)

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