Motivating the Independent Learner at the Arab Open University, Kuwait

Authors: Hassan A. Sharafuddin, Chekra A. Allani

Abstract:

Academicians at the Arab Open University have always voiced their concern about the efficacy of the blended learning process. Based on 75% independent study and 25% face-toface tutorial, it poses the challenge of the predisposition to adjustment. Being used to the psychology of traditional educational systems, AOU students cannot be easily weaned from being spoonfed. Hence they lack the motivation to plunge into self-study. For better involvement of AOU students into the learning practices, it is imperative to diagnose the factors that impede or increase their motivation. This is conducted through an empirical study grounded upon observations and tested hypothesis and aimed at monitoring and optimizing the students’ learning outcome. Recommendations of the research will follow the findings.

Keywords: Academic performance, blended learning, educational psychology, independent study, pedagogy.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1107343

References:

[1] K. Selvi, “Motivating factors in online courses”, Procedia – Social and Behavioral Sciences, 2(2), 819–824, 2010 (Retrieved on June 12, 2015 from: http://www.sciencedirect.com)
[2] A. Styer. (2007). “A grounded meta-analysis of adult learner motivation on online learning from the perspective of the learner”, unpublished dissertation thesis is of doctoral, Capella University, retrieved from digital.library.unt.edu/permolink.meta-dc-9798:1.
[3] C. Bonk et al (2001), “Using web-based cases to enhance, extent, and transform pre-service teacher training: Two years in review”, Computers in the Schools, 18(1), 189-211.
[4] V. Dennen & C. Bonk, “We’ll Leave the Light on for You: Keeping Learners Motivated in Online Courses”, In B. H. Khan (Ed.), Flexible learning in an Information Society (pp. 64-67), Hershey, PA, The Idea Group, 2007.
[5] D. Fidishun (2011), “Andragogy and Technology: Integrating Adult Learning Theory as we Teach with Technology” Retrieved on June 10, 2015 from: http://frank.mtsu.edu/~itconf/proceed00/fidishun.thm.
[6] R. Baskas, “Adult Learning Assumption”, Retrieved on June 17, 2015 from: http://files.eric.ed.gov/fulltext/ED517971.pdf.
[7] D. T. Kenrick et al. “Renovating the Pyramid of Needs Contemporary: Contemporary Extensions Built Upon Ancient Foundations”, Perspectives on Psychological Science, May 2010 5: 292-314
[8] X. Guan, “A Study on Flow Theory and Translation: Teaching in China’s EFL Class”, Journal of Language Teaching and Research, Vol. 4, No. 4, pp. 785-790, July 2013- © 2013 Academy Publisher, Finland.
[9] A. Kohn, (2006).”Abusing research: The study of homework and other examples”. Phi Delta Kappan. 88(1), 9–22. Retrieved from http://www.centerforpubliceducation.org/Main-Menu/Instruction/Whatresearch- says-about-the-value-of-homework-review.html
[10] H. Sharafuddin & C. Allani, “Making TMAs Meaningful: An Evaluation of the Online Assessment within a Blended Learning System”, The 1st International Conference on Open learning: Role, Challenges and Aspiration, 25-27 November, 2013, Kuwait.
[11] H. Sharafuddin & C. Allani, “Mobile Learning: A comparative Study For the Future of Blended Learning”, International Journal of Business and Management Study – IJBMS, Volume 2: Issue 1 (ISSN : 2372- 3955)2015@http://seekdl.org/journal_page_papers.php?jourid=121&iss ueid=146 (Accessed: June 19, 2015)
[12] A. Jones & K. Issroff, “Motivation and mobile devices: exploring the role of appropriation and coping strategies”, Research in Learning Technology, Vol. 15, No. 3, September 2007, pp. 247–258 @ http://core.ac.uk/download/pdf/14120.pdf (Accessed: June 19, 2015)