Which E-Learning system features positively influence the motivation of retail telecommunications store staff to successfully complete their online courses?
Dependent Variables
• Telecommunications Retail store staff motivation
Independent Variables
• Various E-Learning system features
Why I chose this topic
I became interested in E-Learning systems after noticing that they were sometimes designed, developed and maintained by people without a background in education or learning sciences. Ellis and Goodyear’s research on e-Learning in higher education also noted e-Learning too often being an afterthought, bolted on without much planning or separated from the students face-to-face experience (2010, p.52). As organizations are increasing their focus and resources towards developing e-learning methods (Johnson, R.D., Gueutal, H., F albe, C.M. 2009, p.545) I realize that the risk of ill-designed E-Learning systems resulting in poor learner engagement and motivation to complete online courses may also increase.
Learner Experiences and Behaviour in Online Learning
My study proposes to examine one telecommunications retail provider and examine the learner experiences and behaviour of staff using their current E-Learning system. As few studies have specifically examined this particular demographic, similar studies will be reviewed to assess whether their approaches and insights may add value to the study.
The challenge of this study will be in clearly identifying which e-learning system features (if any) positively influence staff motivation levels in completing their online courses. Martins, Gulikersw and Bastiaensw (2004, p.369) highlighted a shortcoming in most studies focusing on intrinsic motivation in that they were solely based on indirect measures, such as student’s self-ratings which were assessed via questionnaires. This will be taken into consideration when designing the research strategy for the study, which will not only examine staff experiences but also examine their behaviour when using their e-Learning systems. Ultimately this study will propose possible improvements to the organizations’ e-Learning system.
Background to the environment being studied
The telecommunication retail sector in Australia is represented by organizations such as Vodafone, Telstra Optus and Virgin Mobile. These organizations operate both online and traditional brick & mortar mobile phone retail stores that employ staff to sell mobile phone devices and connect customers to their telecommunications networks. The rate of change in this competitive sector is quite rapid as new mobile devices, promotions and mobile plans are introduced each month.
Underpinning theory
Constructivist Theory
From a broad perspective my research will be based on the constructivist theory of learning and instruction, in particular the work of Piaget, Vygotsky and Dewey who all recognized that understanding how thoughts are formed is key to understanding what counts as knowledge (Sawyer, 2006, p.137). Theoretical contributions to constructivism in my research will be centered on the theories of situated learning such as those of Greeno which emphasize the importance of knowledge presented in an authentic context, such as an E-Learning system located within a retail store that simulates authentic workplace environments and situations. Situated Learning also emphasizes the fact that learning requires social interaction and collaboration, features which are now available in many E-Learning systems.
Cognitive Apprenticeship
Brown, Collins & Duguid (1989) further developed Situated Learning theory by emphasizing the idea of cognitive apprenticeship which supports learning in a domain by enabling students to acquire, develop, and use cognitive tools in authentic domain activity. Questions arise as to the limitations of E-Learning system features, and whether successful online cognitive apprenticeship can be achieved through system features that simulate real mentors. Tisdale (2001) studied cognitive apprenticeship in a reading activity between a college student and child and noted the crucial importance of interpersonal relationships and their context in the success of effective learning. At this stage E-Learning systems are limited in not being able to totally replace the complex interactions we experience between humans; however E-Learning system features are able to effectively facilitate these interactions between humans, such as through voice and video functionality.
Next steps
- Examine through a more critical perspective the limitations of Constructivist and Situated learning theory
- Examine further readings on e-Learning motivation
- Begin to develop Research Strategy
New References:
Ellis, R.A., Goodyear, P. (2010) Students’ Experience of E-Learning in Higher Education. Routledge, NY & UK.
Martens, R.L., Gulikersw J, Bsetiaensw, T. (2004) The impact of intrinsic motivation on e-learning
in authentic computer tasks. Blackwell Publishing Ltd 2004 Journal of Computer Assisted Learning 20, pp368–376
