A Study of Motivation in Turkish Distance Education.

Autor/in	Murphy, Karen L.
Titel	A Study of Motivation in Turkish Distance Education.
Quelle	(1989), (29 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Students; Attribution Theory; Cultural Context; Cultural Influences; Distance Education; Foreign Countries; Higher Education; Open Universities; Social Influences; Student Attitudes; Student Motivation; Telecourses; Turkey + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Cultural influence; Kultureinfluss; Distance study; Distance learning; Fernunterricht; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Offene Universität; Sozialer Einfluss; Schülerverhalten; Schulische Motivation; Fernsehkurs; Türkei
Abstract	An investigation was conducted to describe the context of distance learning by examining the factors to which first-year distance learners attribute their success and failure and the influences on those attributions. It tested the attribution theory of achievement motivation in a distance learning setting. The method was a qualitative case study: data were obtained through observations, interviews, and questionnaires conducted with a small sample (about 100 in parts of the research process) of first-year distance learners at Anadolu University's Open Education Faculty in Eskisehir, Turkey. These learners had to make a hasty transition from the traditional teacher-centered form of their high school education to one in which they must function independently as they learn from textbooks and, optionally, from instructional television programs and a limited offering of face-to-face lectures. Results indicate that the students attribute both their success and their failure primarily to effort and ability and secondarily to luck. Personal, cultural, and educational factors combine to influence their attributions for success and failure. Salient among these factors is the Turkish oral cultural tradition, which affects distance learners' attributions most strongly and often leads to changes in behavior. (45 references) (Author/KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC