International Journal of
Information and Education Technology

Abstract—The purpose of this grounded theory study was to identify and explain factors that motivate and assist adult undergraduate students to both enroll and successfully complete an online course. Deepening our understanding of the motivation of adult, online students will assist faculty in more effectively meeting the needs of their students. Understanding the specific factors that motivate adult students to enroll in online, undergraduate courses will assist program directors in targeting their marketing and student recruitment efforts more effectively. The new understanding of adult students’ motivation gleaned from this study is compared to existing motivation theories, specifically self-determination theory, goal theory, and expectancy-value theory. Similarities and differences are critically examined and a new trellis theory of online learning is presented.

Index Terms—Adult learning, goal setting, motivation, online learning.

B. Bannier is with Lake Region State College, Devils Lake, ND 58301 USA (e-mail: betsy.bannier@lrsc.edu).

[PDF]

Cite: Betsy J. Bannier, "The Trellis Theory of Adult Online Learning," International Journal of Information and Education Technology vol. 4, no. 1, pp. 12-17, 2014.