Investigating the relations between motivation, tool use, participation, and performance in an e-learning course using web-videoconferencing
Web-videoconference systems offer several tools (like chat, audio, and webcam) that vary in the amount and type of information learners can share with each other and the teacher. It has been proposed that tools fostering more direct social interaction and feedback amongst learners and teachers would foster higher levels of engagement. If so, one would expect that the richer the tools used, the higher the levels of learner engagement. However, the actual use of tools and contributions to interactions in the learning situation may relate to students motivation. Therefore, we investigated the relationship between available tools used, student motivation, participation, and performance on a final exam in an online course in economics (N=110). In line with our assumptions, we found some support for the expected association between autonomous motivation and participation in web-videoconferences as well as between autonomous motivation and the grade on the final exam. Students tool use and participation were significantly correlated with each other and with exam scores, but participation appeared to be a stronger predictor of the final exam score than tool use. This study adds to the knowledge base needed to develop guidelines on how synchronous communication in e-learning can be used.
e-learning web-videoconference synchronous communication technology acceptance self-determination theory academic motivation