Autonomy, course status, and course materials carried the highest motivation impact among survey categories¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Survey categories autonomy (M 87.66), course status (M 85), and course materials (M 79.5) showed the highest overall motivation impact. → Banegas 2014
Evidence¶
Banegas 2014¶
Banegas, D.L., & Manzur Busleimán, G. (2014). Motivating factors in online language teacher education in southern Argentina. Computers & Education, 76, 131–142. http://dx.doi.org/10.1016/j.compedu.2014.03.014
q2 · i? · associational · r1
Survey of 71 trainees using a four-point Likert scale with 36 items grouped into categories; overall impact computed as category means. The authors state these categories "carried the highest motivation impact among participants."
"Table 7 shows that those items grouped under “autonomy”, “course status”, and “course materials”, which we may assess as contributing to the course status, carried the highest motivation impact among participants."
Discussion¶
Related Claims¶
- Collaborative learning did not appear to sustain trainees' motivation in the online programme — related
- Obtaining a teaching degree and accessibility in time and place were the main factors motivating trainees to enrol in an online language teacher education programme — related
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