Which design principles influence acceptance and motivation in professional e-learning?

Autor/inn/en	Kopp, Birgitta; Schulze, Elvira; Mandl, Heinz
Titel	Which design principles influence acceptance and motivation in professional e-learning?
Quelle	Aus: Zumbach, Jörg (Hrsg.); Schwartz, Neil (Hrsg.); Seufert, Tina (Hrsg.); Kester, Liesbeth (Hrsg.): Beyond knowledge: the legacy of competence. Meaningful computer-based learning environments. Dordrecht: Springer (2008) S. 83-92 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	1-4020-8826-4; 978-1-4020-8826-1
DOI	10.1007/978-1-4020-8827-8_12
Schlagwörter	Mediendidaktik; Lernbedingungen; Lernforschung; Lernumgebung; Experiment; E-Learning; Weiterbildung; Erwachsenenbildung; Einflussfaktor; Gestaltungsform
Abstract	E-learning is commonly offered in the context of further education. However, employees often do not use the e-learning in the intended way, either because they do not accept it or are not motivated to learn with it. As learning success depends on these two factors, this research focused on determining how different design principles influence acceptance and motivation. Medical sales representatives (n=117) were asked to complete a questionnaire concerning didactical, medial and technical design principles of the e-learning environment in which they worked, as well as their acceptance and motivation. Results showed that didactical and medial design principles specifically influenced acceptance and motivation. These results indicate that the didactical and the medial design are crucial factors for e-learning to achieve acceptance by and motivation of its users. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2009/3