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E‐motivation! The Role of Popular Technology in Student Motivation and Retention

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Price, Fiona and Kadi-Hanifi, Karima (2011) E‐motivation! The Role of Popular Technology in Student Motivation and Retention. Research in Post-Compulsory Education, 16 (2). pp. 173-187.

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Official URL: http://www.tandfonline.com/doi/pdf/10.1080/1359674...

Abstract

This case study shows the imaginative methods adult learners use to stay motivated while studying. Respondents used social network sites and texts to motivate themselves, and each other, to continue studying. I call this innovative application of technology ‘e‐motivation’. Students used communication technology to transform their attitude, to change from wanting to leave to being motivated to stay. The research examined the learning journeys of two cohorts of students on higher education courses in a further education college (HE in FE), studying the Foundation Degree Learning Support (FDLS) and the Diploma in Teaching in the Lifelong Learning Sector (DTLLS). Semi‐structured interviews were held with eight respondents periodically during their two‐year course. An online questionnaire was sent to students on the same courses in local FE colleges. If educational institutions encourage the use of popular technology there is potential for transformative student engagement, and a method to improve retention rates.

Item Type:	Article
Additional Information:	Students and staff at the University of Worcester can access the full-text of this article via the Official URL. External users should check availability with their local library or Interlibrary Requests Service.
Uncontrolled Discrete Keywords:	motivation, transformation, persistence, Higher Education, adult learners, Higher Education in Further Education
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	College of Arts, Humanities and Education > School of Education
Depositing User:	Janet Davidson
Date Deposited:	09 Feb 2012 14:37
Last Modified:	17 Jun 2020 16:56
URI:	https://eprints.worc.ac.uk/id/eprint/1546

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