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How Does a Hybrid Device of Training Reinforce the Extrinsic Motivation of Learning Adults?

How Does a Hybrid Device of Training Reinforce the Extrinsic Motivation of Learning Adults?
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Author(s): Jean-Pierre Noblet (Université de Sherbrooke, Canada)
Copyright: 2007
Pages: 3
Source title: Managing Worldwide Operations and Communications with Information Technology
Source Editor(s): Mehdi Khosrow-Pour, D.B.A. (Information Resources Management Association, USA)
DOI: 10.4018/978-1-59904-929-8.ch303
ISBN13: 9781599049298
EISBN13: 9781466665378

Abstract

The literature attached to the “blended learning” has become plethoric over the last few years, and a great number of comparative analyses of the benefits of the two systems (face to face vs. distance education) (Wegner, and al., 1999; Aycock and al., 2002; Ward and LaBranche, 2003). But the motivation of learning was only seldom studied, and in particular the extrinsic motivation (Wlodkowski, 1999). Recent works concerning more specifically adult learning tend to show the crucial role of the hybrid devices on training, placing the emphasis on the redesign of formation, collaborative device, and the redefinition of the tutorial system (Garrison and Kanuka, 2004; Aycock and al, 2002). Based on Wlodkowski’s motivational dynamics model (1999), we show how a hybrid device can contribute to the motivation of learning, and how capital it is capital to the redesigning of courses. The experiment undertaken by Group ESSCA (Graduate School of Management in France) for an adult public aiming for the ESSCA Continued Education diploma, accounts for the significant impact of the hybrid device on the extrinsic motivation of learning.

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