Motivation, volitive control and consumption experience: an analysis from the distance learning perspective

Abstract

Contemporary distance learning approach comprises methods, standards and patterns in development in which quality standards are still been established and tested. Furthermore, it's factual the diversity of students motivations when they choose distance learning methods, since some could be internally (timing issues, logistics and financial conditions) or externally (positive attitude, curiosity and self-taught liking) motivated. This study seeks to identify the moderating role of internal and external motivation in the student experience with distance learning. The article proposes a theoretical model that addresses the relation between learning and services quality, relationship mediators (satisfaction and image) and behavioral consequences (proud, regret and loyalty). Was conducted a survey with undergraduate students of a high education institution that recently adopt distance learning as a complementary tool to conventional classes. The sample was split in two accordingly with the degree of internal or external motivation of the students towards distance learning. Structural Equation Models (SEM) using Partial Least Squares (PLS) estimation, were tested within and standardized weights for each sub-sample were statistically compared using the Smith-Satterthwait test. Results shown that internally motivated students (that exhibit volitive control) evaluate and view the learning experience distinctly. These facts were the starting point to stimulate the debate around implications for theory, practice, limitations and directions for future studies.