Effects of Social Realism, Loyalty, and Collective Polarization in Moodle-based Online Learning on College Students’ Online Learning Motivation
AUTHORS
Eun Joo Kim,Eulji University, Geonggido, South Korea
ABSTRACT
This study analyzes the impact of social realism, loyalty, and group polarization triggers on online learning motivation in college students in online learning. This aims to provide basic data on how to ensure the quality of education in an online educational environment by selecting a predictor that influences the online learning motivation as a sense of social reality, loyalty, and collective polarization. To this end, a study was conducted on 83 students from the four-year E University in Gyeonggi-do. The research method conducted a mid-regression analysis to determine which of the sub-factors of social realism, loyalty, and group polarization is the most influential variable for online learning motivation, and to identify which model is most suitable to explain online learning motivation. Studies have shown, first, that loyalty in online learning is a predictor that motivates college students to learn. Second, mutual support and concentration of social realism in online learning are predictors that induce motivation for college students to learn. Third, perceptual bias in group polarization-inducing nature in online learning is a predictor that triggers learning motivation in college students. Fourth, in online learning, my group co-operation in group polarization-inducing nature is a predictor that hinders college students' motivation to learn.
KEYWORDS
Online learning, Social realism, Loyalty, Collective polarization, Learning motivation
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