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首页> 外文期刊>Journal of Nursing Education and Practice >Student motivation to participate in asynchronous online discussions
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Student motivation to participate in asynchronous online discussions

机译：学生动机参加异步在线讨论

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Participation in online learning environments, especially in asynchronous discussions, is a crucial component for student engagement in online learning. Learner motivation is associated with student success in the online learning environment. Intrinsic motivation, doing something because it is enjoyable or interesting, is associated with participation in discussion topic choices. External demands, both work and personal, can also affect a student’s intrinsic motivation through altering their control. The purpose of this study was to examine the relationships between motivating factors and student participation in online asynchronous discussions. Post-licensure undergraduate (RN-BSN/RN-MSN) and graduate (MSN) students (N = 350) were distributed an online anonymous survey consisting of ten questions. A response rate of 20% (N = 69) was achieved, with 49% MSN (graduate) students (n = 33) and 51% RN-BSN/RN-MSN (undergraduate) students (n = 36), participating in the survey. Seventy-nine percent of students were employed full-time. Graduate students (65%) and undergraduate students (49%) felt that their motivation to participate in discussions was related to their employment status. Seventy-nine percent of MSN students and 63% of undergraduate students reported that the current demands in their life affected their motivation to participate in online discussions. The majority of students felt that instructor participation in the discussion had no effect on their motivation to participate. When classified into undergraduate and graduate groups, graduate nursing students preferred a choice of discussion topics in which to participate (χ2 = 10.851, p = .004). Providing students with discussion topic choices is associated with intrinsic motivation and increased online discussion participation.
机译：参与在线学习环境，特别是在异步讨论中，是学生参与在线学习的重要组成部分。学习者的动机与在线学习环境中的学生成功相关。内在动机，做某事，因为它是令人愉快或有趣的，与参与讨论主题选择有关。外部要求，工作和个人，也可以通过改变控制来影响学生的内在动机。本研究的目的是检查激励因素与学生参与在线异步讨论之间的关系。执照本科（RN-BSN / RN-MSN）和毕业生（MSN）学生（n = 350）分发了由十个问题组成的在线匿名调查。实现了20％（n = 69）的反应率，49％MSN（毕业）学生（n = 33）和51％RN-BSN / RN-MSN（本科）学生（n = 36），参与其中民意调查。百分之七十九岁的学生都雇用了全职。研究生（65％）和本科生（49％）认为他们参与讨论的动机与其就业状况有关。百分之九九九九的MSN学生和63％的本科生报告称，目前其生活的需求影响了他们参与在线讨论的动力。大多数学生认为，教练参与讨论对参与的动机没有影响。当归入本科和研究生群体时，毕业生护理学生首选选择参与的讨论主题（χ2= 10.851，p = .004）。为学生提供讨论主题选择与内在动机相关，并增加了在线讨论参与。

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