Open AccessThe Effects of E-Learning on Students’ Motivation to Learn in Higher Education
Author(s) -
Elgilani Eltahir Elshareif,
Elfadil A. Mohamed
Publication year - 2021
Publication title -
online learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.182
H-Index - 49
eISSN - 2472-5749
pISSN - 2472-5730
DOI - 10.24059/olj.v25i3.2336
Subject(s) - cronbach's alpha , psychology , test (biology) , internal consistency , exploratory factor analysis , key (lock) , mathematics education , reliability (semiconductor) , e learning , consistency (knowledge bases) , educational technology , computer science , artificial intelligence , psychometrics , developmental psychology , paleontology , power (physics) , physics , computer security , quantum mechanics , biology
The recent COVID-19 pandemic has forced educational institutions worldwide to adopt e-learning. UAE higher education institutions have implemented e-learning systems and programs to cope with this unprecedented situation. This paper measured the strength of association between key aspects of e-learning systems and programs and students’ motivation to learn in Ajman University (AU). Cronbach’s coefficient alpha was used to test the internal consistency reliability of key aspects of e-learning (EL-8) and students’ motivation to learn (SML-16). Exploratory factor analysis was used to test the validity of, and coherence of patterns in, the data. Parametric and non-parametric methods were used to investigate the strength of association between key aspects of e-learning and students’ motivation to learn in AU. The results indicated that motivation variables were more strongly correlated with both e-teaching materials and e-assessments key aspects relative to others such as e-discussion, and e-grade checking and feedback.