This study examines how conative factors contribute to effective e-learning for corporate and academic learners. Inference of what effective e-learning activities are were traced during a focus group session, a question on a discussion list, validation of information from different sources such as observers, the verifier, the de-brief session, the scribe, the video and audio recordings and correlation with current literature. Effective learning (self-direction and collaboration), techno- and information literacy and an effective learning environment are the strongest predictors of effective e-learning. The combination of intention (motivation) and action (volition) are the two descriptive factors for conation. The study highlights existing models of conative factors and learner motivation as well as the relationships between conative factors with special reference to internal (pulling) and external (pushing) driving forces. In conclusion, the role of the conative domain in e-learning is seen as being the psychological link between the physical learning environment and effective e-learning. / Dissertation (MEd (Computer-Integrated Education))--University of Pretoria, 2007. / Curriculum Studies / unrestricted
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:up/oai:repository.up.ac.za:2263/26863 |
| Date | 05 February 2007 |
| Creators | Schoeman, Helena |
| Contributors | Prof J C Cronjé, helena.schoeman@epiuse.com |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Dissertation |
| Rights | © 2006, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
Page generated in 0.0026 seconds