Impact factors for learner motivation in Blended Learning environments

Alexander Schober, Lars Keller


Literature on the use of New Media and Learning Management Systems (LMS) in problem based learning settings suggests positive effects on learner motivation. In a two year study by the Institute for Geography at Innsbruck University, 176 pupils aged between 15 and 19 years from four schools in four countries were surveyed and questioned regarding their motivation. Their task was to do a comparative regional study on the Quality of Life (QOL) of youths in their respective region. To facilitate communication and collaboration, the LMS Moodle was used. The current findings suggest that their average motivation was high during certain periods but lower than could be expected on a long term scale. Amongst the factors that influenced the learners' motivation, the most important ones were: Features and usability of the LMS in use, local parameters at school and the general workload that the students were exposed to. While the latter cannot be directly influenced and is not a specific problem of Blended Learning, it is possible to improve the performance of LMS and the local parameters. It can therefore be expected that the average learner motivation will improve with the further development of LMS in the near future.


Moodle;Moderate Constructivism;Blended Learning;Technology Enhanced Learning;Problem Based Learning

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Copyright (c) 2017 Alexander Schober, Lars Keller

International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
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