RESEARCH
Factors influencing the motivation in online learning of BEED 3 College students in Negros Oriental
State University Siaton Campus.
I. INTRODUCTION
In todays society, there are different learning environments such as face to face learning, distance
learning, and online learning where the learners can learn. Online delivery mode can offer efficient and
convenient ways to achieve the learning outcomes for students learning online (Junco et al. 2013). The
effectiveness of online learning might be impacted by many factors such as technological aspects, user-
friendly online platform, class activities and assessments (Wijekumar et al. 2006; Shuey 2002). As the
outbreak of COVID-19 has forced many institutions to switch their teaching mode to online teaching
instead of face-to-face teaching, it is vital for the institutions to understand what factors might impact
the satisfaction of students and further their intention to learn the courses online in the future.
Student motivation naturally has to do with students' desire to participate in the learning process. But it
also concerns the reasons or goals that underlie their involvement or noninvolvement in academic
activities. Although students may be equally motivated to perform a task, the sources of their
motivation may differ. According to Jere Brophy (1987), motivation to learn is a competence acquired
"through general experience but stimulated most directly through modeling, communication of
expectations, and direct instruction or socialization by significant others (especially parents and
teachers)."
Children's home environment shapes the initial constellation of attitudes they develop toward learning.
When parents nurture their children's natural curiosity about the world by welcoming their questions,
encouraging exploration, and familiarizing them with resources that can enlarge their world, they are
giving their children the message that learning is worthwhile and frequently fun and satisfying. When
children are raised in a home that nurtures a sense of self-worth, competence, autonomy, and self-
efficacy, they will be more apt to accept the risks inherent in learning. Conversely, when children do not
view themselves as basically competent and able, their freedom to engage in academically challenging
pursuits and capacity to tolerate and cope with failure are greatly diminished.
Online learning or distance learning is an important part of University teaching around the word with
the fact that there is a great need to provide flexible delivery of education. It is gaining popularity in the
educational world nowadays. This trend will likely continue due to the globalization of education and the
spread of new and adequate information technology tools. It gives flexibility to the learners in terms of
time and place. Moreover, it allows a person to continue job and other responsibilities. (Harandi, 2015;
Hathaway). There are many approaches to online learning such as web based learning, computer based
learning and virtual learning environment. (Dalhem & Saleh, 2014). There are many definitions and
perceptions for these different terminologies used like online learning, distance learning and virtual
learning.
Due to the crisis brought upon by COVID-19, this research was conducted to know the factors
influencing the motivation in online learning of BEED 3 College students in Negros Oriental State
University Siaton Campus. The college students have been left with their feelings of uncertainty and the
online courses in this context were implemented on a short notice. In such a climate of unpredictability
surrounding online teaching, naturally many questions emerged as to its effectiveness, its impact on the
teachers and students. The guiding question for the researchers in this study was knowing the factors
that have an impact on students’ perceptions could also help administrators to make informed decisions
about the course and organizational design as well as guide professional development workshops for
instructors. The situation could be best explored through research that helps reveal the facts through
systematic data collection and evidence from the classroom (Dikilitaş & Bostancıoğlu, 2019). Similary,
Burston (2003) suggested that there is a need to focus on the different aspects rather than immediate
learning while evaluating the impacts of Instructional Technologies (IT) on the curriculum; therefore,
qualitative assessment of the impacts of technology comes into prominence. It was designed as a case
study in order to get participants’ perceptions within a specific context (Baxter & Jack, 2008).
• https://www.atrainceu.com/content/8-historical-context-sars-mers-and-ebola
• Brophy, Jere. ON MOTIVATING STUDENTS. Occasional Paper No. 101. East Lansing, Michigan: Institute
for Research on Teaching, Michigan State University, October 1986. 73 pages. ED 276 724.
• Harandi, S.R. (2015). Effect on eLearning on student’s motivation. Procedia – Social and Behavioural
Sciences 181, 423 – 430.
• Baxter, P. & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for
novice researchers. The Qualitative Report, 13(4), 544-559.
• Burston, J. (2003). Proving IT works. CALICO journal, 219-226.
• Dikilitaş, K. & Bostancıoğlu, A. (2019). Inquiry and Research Skills for Language Teachers. Springer
Nature.
