Motivational factors affecting online learning by Japanese MBA students

Motivational factors affecting online learning by Japanese MBA students by Hisayo Kikuchi, Nihon University

In Japan, Internet based learning is still at an early stage. However, adult learners in Japanese society expect the development of flexible e-learning programs. This case study examines motivational factors affecting online learning in a Japanese and Australian MBA degree online program, using observations, interviews and a questionnaire survey. The data were investigated from motivational categories of the ARCS model (an acronym from Attention, Relevance, Confidence and Satisfaction) and influence of e-learners' learning environment, by comparing two e-learning experience stages, beginning and final. The analyses revealed that whereas the e-learners at the beginning stage were curious about e-learning, required encouragement in individual learning situations, and set goals individually, the learners with about two years e-learning experience were motivated by interdependence, flexibility and sharing the rewards with family. The study also showed motivation of adult e-learners was individually different, but was positively influenced by online collaborative interaction, in particular with peers and in group activities. Interaction in e-learning settings went beyond social activities and the simple exchange of information. This article concludes with some suggestions for improving the design of e-learning programs for Japanese students.

Introduction
The Internet has opened opportunities for working adult learners to pursue their further studies in a more flexible way by interacting with content topics, teachers and other e-learners synchronously and asynchronously. However, in Japan Internet based learning or e-learning is still at an early stage of development. According to a recent survey by the National Institute of Multimedia Education (NIME, 2006), 16.5% of university units of study have applied an e-learning mode to credits, and only 2.2% to internationally transferable credits. According to this survey, the inhibiting factors are the burden of preparation for classes (66.9%), and concern with cost effectiveness (32.3%). Further, there are concerns over quality assurance, students' demotivation, alienation between teacher and e-learner, and the digital divide. This low adoption of e-learning is also attributable to Japanese culture. Education in Japan values synchronous and face to face modes over asynchronous interaction more than in many other countries (Yoshida & Taguchi, 2005). 53.7% of the universities care about lack of promotion for humanistic, character building education in e-learning environments (Yoshida & Taguchi, 2005). Japanese are also anxious about reliability and security of e-learning.

Despite this slow adoption of e-learning in Japan, the number of adult learners has been increasing rapidly. MEXT (2006) showed 18.6% at graduate schools and 43.5% at professional graduate schools are adult learners who have a job. The development of flexible and learner centred e-learning programs for adult learners is expected in Japan.

The findings from studies on e-learning in other countries are mostly positive. For example, such studies report that students' satisfaction is high (e.g. Allen et al., 2004; National Center for Education Statistics, 2005) and a learner centred, collaborative knowledge building community is possible in an e-learning environment (e.g. Li, 2004; Luca & McLoughlin, 2004). Several studies show that e-learning can be more effective than classroom settings when it is designed appropriately for target learners (e.g. Becker, 2002; Chou & Liu, 2005; Scheuermann, 2003; Sitzmann & Wisher, 2005).

There have been many studies on adult e-learners' motivation in other countries. For example, Kim et al. (2004) conducted a case study on e-learners' motivation in an online MBA program in the US and revealed that both the e-learners and the faculty indicated a high level of motivation for completing the program due to their clear goals, flexibility and convenience. Stepheson (2003) studied the learning experiences of adult e-learners in Denmark, France, Germany, Greece, Hungary, Italy, Romania, Spain and UK, based on lengthy, semi-structured interviews and data analysed on a European cross sector basis, finding that key motivators were to gain new skills and knowledge relevant to work, personal development, and future careers. This study suggested e-learning succeeds where it is cutomised, organised by the user, relevant to the user's everyday work, supported by the employer, linked to just in time specialist material and fully supported within a healthy learning milieu. Bird and Morgan (2003) investigated the motivational factors of adult e-learners in Australia and found that adult e-learners are concerned with many issues, including family support, ability, fear of failure, and financial problems, and suggested that educators need to provide clear pre-information and proper advice for e-learners prior to their start. Lim (2004) compared e-learner motivation in Korea and the US, and found that American e-learners showed significantly higher motivation scores for unit relevancy, content interest, reinforcement and self efficacy than Korean e-learners, and suggested that educators realise that each culture's achievement relevant beliefs, goals and values, and also individual level variables, influence each e-learner's motivation.

In contrast, little research has been done into motivational factors affecting Japanese e-learners. With the increase in the number of adult e-learners in Japan, there is a need for understanding Japanese e-learners and their external environments, in order to make effective use of e-learning. The purposes of this study are to examine factors affecting motivation of working adult e-learners in Japan, and to provide some suggestions for improving the design of adult Japanese e-learning programs. More specifically, this study attempts to answer the following three questions:

What differences and similarities in motivation factors, in both internal and external categories, exist between novices and successful e-learners?
How are general characteristics of Japanese students related to e-learning experience and motivation?
What are elements that enhance or interfere with e-learners' motivation in this MBA program?

Methodology

Setting
This study analysed an online MBA (Master of Business Administration) program named the Bond-BBT MBA program in Japan. In 2001 a for profit company named Business Breakthrough Inc. (BBT Inc.) started this online MBA program by affiliating with Bond University in Queensland. This program, the first totally online MBA program in Japan, offers the same accredited MBA degree as the one offered on campus at Bond University under the approval of Australian University Quality Agency (AUQA). This program provides about half of its units of study in English and the others in Japanese. Whilst English units are created by the Bond University, focusing on theory in business and administration, Japanese units are developed by BBT Inc., emphasising practical business cases. The duration of this program is two years, and students are allowed to expand their study period to a maximum of five years. In July 2006, 486 e-learners are learning in this program and graduates numbered 205.

The units of study for the Bond-BBT MBA program are delivered through TV lectures (satellite TV and Video On Demand), Blackboard (an online learning management system) and eight-day, face to face campus study tours at the end of the first and second years. Both English and Japanese units use an English version of Blackboard 6 adaptable to multilingual contexts, and all content, including online discussion and emails, follows the unit's language, either English or Japanese. AirCampus, developed by BBT Inc., enables offline synchronisation so that users can have access even when on trains or airplanes. Each unit has around 40 to 100 e-learners under one professor and one to four teaching assistants, and assigns to groups of four or five members, weekly online discussions, four to six online virtual classes, ten quizzes, and a final examination. One unit takes 6 to 16 weeks, depending on the unit content. Unlike any other MBA programs, this program requires neither the TOEFL (Test of English as a Foreign Language) (undated) nor the GMAT (Graduate Management Admissions Test) for admittance.

However, before participating in the first study tour on the Bond campus, the e-learners are required to attain 570 or equivalent in the TOEFL PBT (Paper Based Test), or to pass a 12-week English supplemental unit of study. There are three entry points a year and each has around 40 new e-learners. Currently, the completion rate for this MBA program is about 50% within two years; however, because around half of the e-learners extend their graduation by three months to two years, the rate of e-learners who completely quit this program is under 15%

More details at http://www.ascilite.org.au/ajet/ajet22/kikuchi.html