Factors Model And Empirical Research On Learning Motivation Moodle Platform

In recent years, as the representative of Moodle, Blog and Wiki, Web2.0tools are widely used in education, and new media technologies, such as mobile technology, educational games, social networks, have also gradually began to be applied to the field of education. We found that from multimedia technology to the network technology and to the development of mobile learning technology as well as new cloud computing technology, online learning in the network environment will become a significant way of learning in the future of education. Learning in the network environment, however, is a highly autonomous learning, and motivation is the internal driving force to promote learners participating in learning activities. It’s also an important factor in determining learners’online learning outcomes. Currently, Moodle platform is widely used in university instruction, some results were yielded during instruction research and practical exploration based on the Moodle platform. However, the status of students’ low motivation during online learning is an unavoidable problem and has not yet received the attention of researchers. Therefore, how to stimulate and maintain student online learning motivation has a very significance means for improving online learning effects. We used Moodle learning platform as research environment and conducted an empirical research on the factors of influencing learners’motivation to participate in the network learning platform, intending to explore the directly and indirectly influencing factors of the participants’motivation during learning on the Moodle platform and provide strategies and recommendations for the future design and application of the platform.The study conducted content analysis for the literature about influencing factors of online learning using documentary research firstly, and summarized influencing factors of online learning. Then some students were interviewed who had experienced online learning in the Moodle platform and existing factors were amended. Eventually, twelve influencing factors were identified, they were platform functionality and design, tutors, the design of learning activities, virtual rewards, perceived usefulness, perceived ease of use, peer communication and feedback, peer collaboration and competition, curriculum requirements, the difficulty of learning tasks, the topic of discussion and learning resources. Secondly, the method of Interpretive Structural Model of the system works were used to analyze of the logical relationships between the various factors based on discrete mathematics and graph theory and mathematical operations were carried out by two-dimensional matrix in this period. Finally, hierarchy structural model were constructed about influencing factors of students online learning motivation based on the Moodle platform.Based on that, we used the instructional system design as research course, and regarded undergraduates as research object, building a Moodle online learning platform. According to structural model, we designed the online learning resources and learning activities. After that, the problems of the platform application during pre-stage were summarized, and we choose the analysis and design of learning object as research intervention, which was detailed design. Normal college students who have experienced online learning in the Moodle platform were surveyed through the design of structured questionnaires, and the key factors that affect the motivation of the student online learning were concluded. Based on the actual impact of factors, we reconstructed the model according to the actual impact of factors and further raised the hypothesis to explore the relationship between the influencing factors, mining various antecedents’ direct and indirect effect of motivation. Finally, we tested and analyzed the path of the relationship between the variables and concluded the structure diagram of the influencing factors using structural equation model and linear regression analysis.The main conclusion of this study is that the tutor mostly improves the students’ online learning enthusiasm in the first indicator of affecting students’ motivation of online learning, followed by the learners and course level, and the level of online learning platform has minimal effect on students’ enthusiasm. In the second indicator, these elements, such as counseling teacher, perceived usefulness, virtual reward, learning resources, the design of learning activities, peer collaboration and competition, are the main factors to affect students’ online learning initiative. Among them, counseling teacher is the fundamental factor affecting student online learning motivation. These factors, such as perceived usefulness, the design of learning activities and learning resources, have indirect effects on learning motivation, and virtual rewards impact peers collaboration and competition directly and then improve students’ learning initiative. However, perceived usefulness doesn’t forward a significant effect on perceived usefulness. Based on the above findings and the results of interview with students, some strategies are put forward to stimulate and maintain students’ online learning motivation from four levels which are counseling teacher, learners, the course and platform functional, and applied to the practice of instruction. Finally, students’ behavior during online learning, which are the time and frequency of landing platform, students’ access to learning resources as well as forum activities, are analyzed through the function of Moodle platform’s activity report and actually explored the effectiveness of strategies in stimulating and maintaining students’ motivation during online learning.