Online learning motivation for Aviation English: Attitude, readiness, and demographic factors
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Published:
Jan 16, 2021
Keywords:
aviation english, attitude, online learning, readiness, motivation.
Main Article Content
(1) * Laila Rochmawati
Politeknik Penerbangan Surabaya
Indonesia
(2) Fatmawati
Politeknik Penerbangan Surabaya
Indonesia
(3) Meita Maharani Sukma
Politeknik Penerbangan Surabaya
Indonesia
(4) Imam Sonhaji
Politeknik Penerbangan Surabaya,
Indonesia
(*) Corresponding Author
Abstract
Online learning is an ideal technological development that is created and improved according to technology within the present educational context. The purpose of this study was to find out motivation, attitude, and readiness, as well as demographic factors in online learning, applied linguistics in the Civil Aviation Polytechnic of Surabaya cadets. The instruments in this study were online learning motivation, online learning readiness and online learning attitudes Likert scale questions cumulated using quantitative method with multiple linear regression. This study utilized a group of 139 Diploma-3 Aeronautical Communication Officer and Diploma-3 Air Traffic Controller cadets. Study results mentioned that attitude to online learning, readiness of online learning, age, gender, and education are all important predictors of the motivation for education. The results showed that the level of education and readiness of online learning were variables that have a considerable effect on motivation. The outcomes of this research cope with students' online learning motivation problems in Aviation English online learning.
HIGHLIGHTS:
- The factor excluded from the model, with findings inverse to the ranking of the model. The age as a predictive measure of online learning motivation increases the contrast between expectations of technical skills.
- Educational institutions need to prioritize online learning experiences before learning to deal more efficiently with the problem of on-line learning motivation.
- The contribution of this research is key to enhancing online learning output for cadets in addressing the online learning motivation issue, while educational institutions may use online learning as the most successful learning platform.
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How to Cite
Rochmawati, L., Fatmawati, Sukma, M. M., & Sonhaji, I. (2021). Online learning motivation for Aviation English: Attitude, readiness, and demographic factors. JEES (Journal of English Educators Society), 6(1), 1-8. https://doi.org/10.21070/jees.v6i1.792
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Copyright (c) 2021 Laila Rochmawati, Fatmawati, Meita Maharani Sukma, Imam Sonhaji
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Yilmaz, R. (2017) ‘Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom’, Computers in Human Behavior. doi: 10.1016/j.chb.2016.12.085.
Ambarwati, R. and Handiwibowo, G. A. (2018) ‘The Relationship of Outdoor Management Development and Organizational Mission’, in. doi: 10.2991/icigr-17.2018.49.
Ambarwati, R., Lieharyni, D. C. U. and Multazam, M. T. (2020) ‘Transparency principle of GUG for audit it in higher education’, Talent Development and Excellence.
An, Y. (2018) ‘The effects of an online professional development course on teachers’ perceptions, attitudes, self-efficacy, and behavioral intentions regarding digital game-based learning’, Educational Technology Research and Development. doi: 10.1007/s11423-018-9620-z.
Bovermann, K., Weidlich, J. and Bastiaens, T. (2018) ‘Online learning readiness and attitudes towards gaming in gamified online learning – a mixed methods case study’, International Journal of Educational Technology in Higher Education. doi: 10.1186/s41239-018-0107-0.
Buzdar, M. A., Ali, A. and Tariq, R. U. H. (2016a) ‘Emotional intelligence as a determinant of readiness for online learning’, International Review of Research in Open and Distance Learning. doi: 10.19173/irrodl.v17i1.2149.
Buzdar, M. A., Ali, A. and Tariq, R. U. H. (2016b) ‘Emotional Intelligence as a Determinant of Readiness for Online Learning’, The International Review of Research in Open and Distributed Learning. Athabasca University Press, 17(1). doi: 10.19173/irrodl.v17i1.2149.
CIGDEM, H. (2014) ‘Effects Of Students’ Characteristics On Online Learning Readiness: A Vocational College Example’, Turkish Online Journal of Distance Education. Turkish Online Journal of Distance Education, 15(3). doi: 10.17718/tojde.69439.
Dündar, H. and Akçay\ir, M. (2014) ‘Implementing tablet {PCs} in schools: Students’ attitudes and opinions’, Computers in Human Behavior. Elsevier {BV}, 32, pp. 40–46. doi: 10.1016/j.chb.2013.11.020.
Durksen, T. L. et al. (2016) ‘Motivation in a MOOC: a probabilistic analysis of online learners’ basic psychological needs’, Social Psychology of Education. Springer Science and Business Media {LLC}, 19(2), pp. 241–260. doi: 10.1007/s11218-015-9331-9.
Gay, G. H. E. (2016) ‘An assessment of online instructor e-learning readiness before, during, and after course delivery’, Journal of Computing in Higher Education. doi: 10.1007/s12528-016-9115-z.
Hamm, J. M. et al. (2019) ‘A motivation treatment to enhance goal engagement in online learning environments: Assisting failure-prone college students with low optimism.’, Motivation Science. doi: 10.1037/mot0000107.
Harrison, R. et al. (2017) ‘A Cross-Sectional Study to Describe Academics Confidence, Attitudes, and Experience of Online Distance Learning in Higher Education’, Journal of Educators Online. Grand Canyon University, 14(2). doi: 10.9743/jeo.2017.14.2.3.
Hung, M. L. et al. (2010) ‘Learner readiness for online learning: Scale development and student perceptions’, Computers and Education. doi: 10.1016/j.compedu.2010.05.004.
Ilgaz, H. and Gülbahar, Y. (2015) ‘A snapshot of online learners: e-Readiness, e-Satisfaction and expectations’, The International Review of Research in Open and Distributed Learning. Athabasca University Press, 16(2). doi: 10.19173/irrodl.v16i2.2117.
Kaftan, O. J. and Freund, A. M. (2019) ‘A motivational perspective on academic procrastination: Goal focus affects how students perceive activities while procrastinating.’, Motivation Science. doi: 10.1037/mot0000110.
Kamaghe, J., Luhanga, E. and Kisangiri, M. (2020) ‘The challenges of adopting M-learning assistive technologies for visually impaired learners in higher learning institution in Tanzania’, International Journal of Emerging Technologies in Learning. doi: 10.3991/ijet.v15i01.11453.
Kebritchi, M., Lipschuetz, A. and Santiague, L. (2017) ‘Issues and Challenges for Teaching Successful Online Courses in Higher Education’, Journal of Educational Technology Systems. doi: 10.1177/0047239516661713.
Kolekar, S. V., Pai, R. M. and Manohara Pai, M. M. (2018) ‘Adaptive User Interface for Moodle based E-learning System using Learning Styles’, in Procedia Computer Science. doi: 10.1016/j.procs.2018.08.226.
Kozcu Çakır, N. and Guven, G. (2019) ‘The Role of Metacognitive Awareness and Motivation of Prospective Primary School Teachers in Predicting Their Academic Achievement in the “Science and Technology Laboratory Applications”; Course’, International Journal of Progressive Education. doi: 10.29329/ijpe.2019.193.3.
Lieharyani, D. C. U. et al. (2019) ‘Assessment for good university governance in higher education focus on align strategy business with it at big data era’, in Journal of Physics: Conference Series. doi: 10.1088/1742-6596/1175/1/012204.
Nanayakkara, C. (2007) ‘A Model of User Acceptance of Learning Management Systems’, The International Journal of Learning: Annual Review. Common Ground Research Networks, 12(12), pp. 223–232. doi: 10.18848/1447-9494/cgp/v13i12/45146.
Panigrahi, R., Srivastava, P. R. and Sharma, D. (2018) ‘Online learning: Adoption, continuance, and learning outcome. A review of literature’, International Journal of Information Management. Elsevier {BV}, 43, pp. 1–14. doi: 10.1016/j.ijinfomgt.2018.05.005.
Parker, P. C. et al. (2018) ‘An attribution-based motivation treatment for low control students who are bored in online learning environments.’, Motivation Science. doi: 10.1037/mot0000081.
Phillips, B. N., Turnbull, B. J. and He, F. X. (2015) ‘Assessing readiness for self-directed learning within a non-traditional nursing cohort’, Nurse Education Today. Elsevier {BV}, 35(3), pp. e1--e7. doi: 10.1016/j.nedt.2014.12.003.
Prior, D. D. et al. (2016) ‘Attitude, digital literacy and self efficacy: Flow-on effects for online learning behavior’, The Internet and Higher Education. Elsevier {BV}, 29, pp. 91–97. doi: 10.1016/j.iheduc.2016.01.001.
Rafii, F., Saeedi, M. and Parvizy, S. (2019) ‘Academic motivation in nursing students: A hybrid concept analysis’,
Iranian Journal of Nursing and Midwifery Research. doi: 10.4103/ijnmr.IJNMR_177_18.
Suri, G. et al. (2016) ‘Factors Influencing E-learning among University Students’, International Journal of Marketing and Business Communication. Publishing India Group, 5(1). doi: 10.21863/ijmbc/2016.5.1.029.
Titrek, O. et al. (2018) ‘Academic Motivation and Academic Self-efficacy of Prospective Teachers’, Journal of Education and Training Studies. doi: 10.11114/jets.v6i11a.3803.
Wong, K. T., Muhammad, M. M. B. and Abdullah, N. B. (2020) ‘Exploring the drivers of intention to use interactive whiteboards among Malaysia university students: Does technology self-efficacy matter?’, International Journal of Emerging Technologies in Learning. doi: 10.3991/ijet.v15i01.11497.
Yilmaz, R. (2017) ‘Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom’, Computers in Human Behavior. doi: 10.1016/j.chb.2016.12.085.