Term of Award
Winter 2016
Degree Name
Doctor of Education in Education Administration (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Leadership, Technology, and Human Development
Committee Chair
Jason LaFrance
Committee Member 1
Yasar Bodur
Committee Member 2
Teri Melton
Abstract
The Motivation Orientation Scale – Student Version (MO-SV) and Unified Theory of User Acceptance of Technology (UTAUT) were used to predict to what extent motivation orientation impacts student intent to take online courses, to examine the intrinsic and extrinsic motivators of students that drive them to take online courses, to examine the relationship between motivation to take online courses and motivation to take face-to-face courses, and to determine if demographic variables influence behavioral intent to take online courses. A sample of 394 full-time and part-time students at a large, public, research university with an integrated health center in the Southeast United States responded to the online survey. Results demonstrated that more students than not reported behavioral intent to take online courses. Multiple regression analysis indicated that performance expectancy, social influence, facilitating conditions, total motivation orientation to take online courses, total motivation orientation to take face-to-face courses, and current number of online courses taken statistically and significantly predicted behavioral intent to take online courses.
Recommended Citation
Cullum, Ashley W., "Student Motivation and Intent to Take Online Courses" (2016). Electronic Theses and Dissertations. 1492.
https://digitalcommons.georgiasouthern.edu/etd/1492
Research Data and Supplementary Material
No
