Analysis Of The Status Of E-Learning Motivation Of Undergraduates

With the rapid development of network technology and the popularity of the concept of lifelong learning, e-learning has become the most important form of learning in modern distance education. Undergraduates as an important part of learners, they are curious, willing to accept new things, which become an important force in e-learning. Study the status of their e-learning motivation and analysis the reasons, which is very meaningful to launch online education and lifelong learning for university students. Through literature review, questionnaire, field research and interview, make in-depth research about e-learning motivation of undergraduates in Jilin province.This paper uses and references ARCS motivation model to investigate some students in colleges and universities of Jilin Province, such as the famous 985,211 universities-Jilin University, Northeast Normal University, and also including provincial university Changchun Industrial University and independent institute of Humanities College of Northeast Normal University, to survey the status of e-learning motivation of these universities students, through analysis and comparison of students' e-learning motivation status and survey results, which found that emotional responses of students'learning motivation, learning motivation levels, persistence of learning motivation, and academic performance etc, have some degree of connection and relevance with the four factors (attention, relevance, confidence, satisfaction) of ARCS motivation model. Visible, using ARCS motivation model to analyze the contemporary e-learning motivation of undergraduates is true, effective, scientific and reasonable, so the aim of this paper is using ARCS motivation model to find out their online learning problems and to analyze these problems, study of their learning motivation, which exert students' e-learning initiative and improve effectiveness of e-learning of undergraduates. The whole thesis is divided into six chapters.The first chapter comprehensively introduces research background, research purpose and meaning, content, research methods and innovative points of this thesis.The second chapter limits the connotation of e-learning and learning motivation, and carries on the research summary about the domestic and foreign e-learning motivation. Through analysis the e-learning, learning motivation, the ARCS model, e-learning motivation research results of scholars of domestic and foreign, on the foundation of reference and absorption, this paper develops deep research on e-learning motivation of undergraduates under the view of ARCS model.The third chapter introduces the ARCS model, analyses the constitution of e-learning motivation of undergraduates under the view of ARCS model, and specifies the factors that affect e-learning motivation of undergraduates under the view of ARCS model.The fourth chapter makes an investigation about the status of e-learning motivation of undergraduates under the view of ARCS model, first, elaborates the questionnaire design that bases on ARCS motive model, then, simply introduces the investigation content, the investigation object and the investigation tool, and the study implementation, afterwards, introduces the request and the basis of questionnaire statistics, in the end, analyses and introduces the situation of survey result.The fifth chapter elaborates the factors analysis that influences e-learning motivation of undergraduates under the view of ARCS model. On the ARCS model foundation, according to the survey result of actual situation and the characteristic of e-learning motivation of undergraduates, mainly elaborates the objective factors'and the subjective factors'influences to attention, relevance, confidence, satisfaction of e-learning motivation of undergraduates.The sixth chapter summaries and reflects the research results, and proposes some strategies and suggestions to stimulate and maintain e-learning motivation of undergraduates.