Cross Cultural Differences in Online Learning Motivation

Globalization and technology are two of the many drivers that impact today’s education, locally and internationally. The purpose of the research study was to identify how online learners in Korea and the US perceived online learning motivation differently and what learner characteristics and cultural orientation affected the online learners’ learning motivation. Major findings revealed that there was a significant difference in learning motivation between the US and Korean online learners. The study also discusses how cultural orientation and learner characteristics affected the learning motivation of online learners for each country. Différences interculturelles de la motivation de formation en ligne. La globalisation et la technologie représentent deux conducteurs qui ont l’impact sur l’éducation d’aujourd’hui localement et internationalement. Le but de cette étude de recherche était d’identifier comment les étudiants en Corée et aux Etats‐Unis perçoivent la motivation de formation en ligne différemment et comment les caractéristiques des étudiants et leur orientation culturelle affectent leur motivation de formation en ligne. Les conclusions principales révèlent qu’il y a une différence significante concernant la motivation de formation entre les étudiants en ligne des Etats‐Unis et de Corée. L’étude explique également comment l’orientation culturelle et les caractéristiques des étudiants affectent la motivation de formation des étudiants en ligne pour chaque pays. Unterschiede zwischen verschiedenen Kulturen bei Online‐Lernmotivation. Globalisierung und Technik sind zwei der vielen Antriebe, die die heutige Bildung am Ort und international betreffen. Der Zweck der Forschungsstudie war, herauszufinden, wie Online‐Anfänger in Korea und den USA Online‐Lernmotivation unterschiedlich wahrnehmen, und wie die Anfängermerkmale und die kulturelle Orientierung die Lernmotivation der Online‐Anfänger beeinflussten. Die hauptsächlichen Befunde ergaben, dass es einen signifikanten Unterschied bei der Lernmotivation zwischen den US‐amerikanischen und koreanischen Online‐Anfängern gab. Die Studie erörtert auch, wie kulturelle Orientierung und Persönlichkeitsmerkmale die Lernmotivation von Online‐Lernern in jedem Land beeinflussen.

[1]  A. Bandura.  Self-Efficacy: The Exercise of Control , 1997, Journal of Cognitive Psychotherapy.

[2]  V. Vroom.  Work and motivation , 1964 .

[3]  G. Hofstede,et al.  Cultures and Organizations: Software of the Mind , 1991 .

[4]  John W. Atkinson,et al.  Introduction: Motivation , 1964 .

[5]  Maria Bannert,et al.  Gender-related differences in exposure to and use of computers: Results of a survey of secondary school students , 1996 .

[6]  S. Sue,et al.  Asian-American educational achievements. A phenomenon in search of an explanation. , 1990, The American psychologist.

[7]  Deborah J. Stipek,et al.  Motivation to Learn: From Theory to Practice , 1992 .

[8]  J. Rotter.  Internal versus external control of reinforcement: A case history of a variable. , 1990 .

[9]  R. Heinich.  Management Models and Instructional Productivity. , 1973 .

[10]  F. Herzberg,et al.  The motivation to work , 1960 .

[11]  William D. Gudykunst.  Anxiety/uncertainty management (AUM) theory: Current status. , 1995 .

[12]  B. Weiner,et al.  Integrating Social and Personal Theories of Achievement Striving , 1994 .

[13]  Thomas W. Malone,et al.  Toward a Theory of Intrinsically Motivating Instruction , 1981, Cogn. Sci..

[14]  Urs E. Gattiker,et al.  Computer attitudes and learning performance: Issues for management education and training , 1992 .

[15]  M. Ford.  Motivating Humans: Goals, Emotions, and Personal Agency Beliefs , 1992 .

[16]  Charles M. Reigeluth,et al.  Educational technology at the crossroads: New mindsets and new directions , 1989 .

[17]  Detmar W. Straub,et al.  Gender Differences in the Perception and Use of E-Mail: An Extension to the Technology Acceptance Model , 1997, MIS Q..

[18]  U. Renker.  [Motivation for work]. , 1975, Zeitschrift fur die gesamte Hygiene und ihre Grenzgebiete.

[19]  Frank M. Pajares,et al.  Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. , 1994 .

[20]  Jennifer A. Chatman,et al.  PEOPLE AND ORGANIZATIONAL CULTURE: A PROFILE COMPARISON APPROACH TO ASSESSING PERSON-ORGANIZATION FIT , 1991 .

[21]  Patricia Clapp,et al.  Enhancing Adult Motivation to Learn. Raymond Wlodkowski. San Francisco: Jossey Bass, 1985. , 1987 .

[22]  E. Deci.  INTRINSIC MOTIVATION, EXTRINSIC REINFORCEMENT, AND INEQUITY , 1972 .

[23]  Caroline Senécal,et al.  Une analyse motivationnelle de l'abandon des études , 1992 .

[24]  Ivor K. Davies,et al.  An Instructional Theory for Learner Control: Revisited. , 1995 .

[25]  R. Boshier.  Factor Analysts At Large: a Critical Review of the Motivational Orientation Literature , 1976 .

[26]  Doo H. Lim,et al.  Cross Cultural Differences in Online Learning Motivation , 2004 .

[27]  Pajares,et al.  Self-Efficacy, Motivation Constructs, and Mathematics Performance of Entering Middle School Students. , 1999, Contemporary educational psychology.

[28]  P. Pintrich,et al.  Motivational and self-regulated learning components of classroom academic performance. , 1990 .

[29]  Goslin,et al.  Engaging Minds: Motivation and Learning in America's Schools , 2003 .

[30]  J. Elliott,et al.  Learning in culture and context : approaching the complexities of achievement motivation in student learning , 2002 .

[31]  J. Bempechat.  Children's Conceptions of Ability in Major Domains: An Interview and Experimental Study. , 1991 .

[32]  Jutta Heckhausen,et al.  Motivation and Self-Regulation Across the Life Span: List of Contributors , 2009 .

[33]  J. Keller.  Strategies for stimulating the motivation to learn , 1987 .

[34]  Christine A. Taylor.  Enhancing Adult Motivation to Learn , 2000 .

[35]  Charles F. Hoban,et al.  From theory to policy decisions , 1965 .

[36]  B. McCombs,et al.  The Learner-Centered Classroom and School: Strategies for Increasing Student Motivation and Achievement. The Jossey-Bass Education Series. , 1997 .

[37]  C. Dweck.  The development of early self-conceptions: Their relevance for motivational processes. , 1998 .

[38]  P. Pintrich,et al.  Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq) , 1993 .

[39]  John M. Keller,et al.  The systematic process of motivational design , 1987 .

[40]  Lily Shashaani.  Gender-Differences in Computer Experience and its Influence on Computer Attitudes , 1994 .

[41]  S. Barley,et al.  Occupational Communities: Culture and Control in Organizations , 1982 .

[42]  Frank M. Pajares,et al.  Self-Efficacy Beliefs in Academic Settings , 1996 .

[43]  J. F. Becker-Haven.  Behavioral psychology for teachers. , 1977 .

[44]  J. Elliott,et al.  The culture and contexts of achievement motivation. , 2002, New directions for child and adolescent development.

[45]  C. Dweck,et al.  CROSS-CULTURAL RESPONSE TO FAILURE: CONSIDERING OUTCOME ATTRIBUTIONS WITH DIFFERENT GOALS , 2001 .

[46]  Jesse J. Foster.  Why Technology is Being Integrated into the Classroom at Such a Slow Rate: A Discussion of Self-Efficacy, Motivation, and Utility. , 2001 .

[47]  Kenneth Dunn,et al.  Productivity Environmental Preference Survey , 1987 .

[48]  Mark J. Brosnan,et al.  The role of psychological gender in the computer-related attitudes and attainments of primary school children (aged 6-11) , 1998, Comput. Educ..

[49]  I. Sigel,et al.  HANDBOOK OF CHILD PSYCHOLOGY , 2006 .

[50]  C. Chiu,et al.  The Influence of Culture and Context on Students’ Motivational Orientation and Performance , 2001 .