Motivational impacts for effective virtual teaching and learning

The impact of source is believed to be satisfactory motivation and supported student’s encouragement as well as identified motivation sources (Reber.2005,Gary”Lee”Frantz,2000). James W.King identified that , most sources were related to:

• •    Technologies and multimedia

• •    Organization and course quality

• •    Website construction, online interaction

• •    Accomplishing tasks, knowledge acquisition

  The impact of interaction among participants is considered as dominant motivational development in virtual learning. Interaction has been used in online learning to denote anything from clicking on a link to interpersonal dialogue among many participants(Nicholas,2008).Moore identified three types of interaction in earlier generations of distance education, namely : leaner-instructor, learner-content, learner-learner interaction . The former , learner-instructor interaction refer to exchanges that occur between learners and the teacher are characterized by attempts to motivate and interest the learner. They also provide a mechanism for feedback allowing clarification of misunderstandings .Seven types of distance learning settings was identified by Thach and Murphy(1995):

• 1)    establishing learning outcomes;

• 2)    providing feedback;

• 3)    facilitating information presentation;

• 4)    monitoring and evaluating student progress;

• 5)    facilitating learning activities;

• 6)    facilitating discussions;

• 7)    determining learning needs and preferences

  Leaner-content interaction describes the intellectual process that occurs between the learner and the resources associated with the topic of study (Moore,1989).With the rapid development of technology ,learners can now choose from a huge variety

  of information at any time or from any place. But n order to interact with content ,learners need to be able to access relevant and appropriate resources which frequently, requires guidance from the teacher(T.Anderson,2006)

Learner-learner interaction take place between leaners taking a course together(Moore,1989).This can include processes such as sharing information and understandings, working together to interpret and complete activities, solving problems, and sharing opinions or personal insights.

The impact of digital tools is considered by learners to use the necessary technological tools to learn online has also been found to be related to performance(Moos&Azevedo,2009).It is the fact that ,the technology itself is viewed by some as inherently motivating because it provides a number of qualities that are recognized as important in the fostering of intrinsic motivation, namely challenge, curiosity ,novelty and fantasy(Lepper&Malone,1987).Juwah argues that for learners to participate and positive peer interactions ,they need know how to effectively use the digital tools and must understand how to learn. Bekele presumed that if students perceive technologies as easy/friendly, they would accept and use them, which then might affect their motivation and satisfaction. Perceived or actual use of technologies might also affect success. If users have dependable access to different technologies, that should have a favorable impact. Moreover, online collaborations and communications are possible only when one has multiple tools at hand. Thus, a/synchronous technologies and multimedia presumably impact successfulness along with skill/experience factors. Technology factors is the most visible in virtual teaching and learning process.

The impacts of course projects and activities

Implemented interactive projects and activities among students in the online course are group or peer group assignments. Randomly, teachers assigned students into different groups. These groups or peer remain stable up to till the end of the course. Completing the project hand in hand by group or peer helps corporate and sustain mutual motivation and experience. Virtual based projects and activities focuses on collaborative skills as they accomplish assignments. Creating such interactive atmosphere electrify learners to become involved, interact with information and acquire knowledge. Dr. Hossein Arsham (Hopkins University) believed Web-based courses that engage and empower students increase their enjoyment and encourage them to share and participate in their learning process. The Internet can make it much easier for students to work together. However, in collaborative learning the following is necessary for successful teamwork. The team must be a real team, rather than a team in name only.

Motivation affects the demonstration of critical thinking skills and acquisition as well as it has been identified as a attributive factor in electrifying and providing a sense of community and achievement in Online-Supported learning. Picking up focal points of the article, not only technology attributes, course elements, contents, interaction, program quality but also project related activities reportedly motivated students . Compared to classroom learning environments, The scope of virtual teaching and learning process is less structured and leaner-focused .Taken together, project-oriented impact in online learning demands stable effort and persistence. Students who encounter obstacles related to support, technicalities and higher-order thinking skills have a higher motivation by persistence.