The role of social motivations in e-learning: How do they affect usage and success of ICT interactive tools?

There is an increasing interest among educational institutions and private organizations to understand the role of ICT interactive tools (e.g. forums, blogs, chats, blackboards, newsgroups) in the successful implementation of an e-learning system. In this study, we offer a social perspective in the study of e-learning, and posit that individuals’ actions are socially embedded. Therefore, we attempt to identify social motivations that underlie learners’ attitudes and usage behavior of ICT interactive tools. We propose a comprehensive conceptual framework that identifies two groups of social motivations: (1) anticipated reciprocal relationships and (2) anticipated extrinsic rewards. The empirical test of the framework in a university setting reveals that both types of social motivations significantly influence learners’ attitudes. Specifically, social influence and altruism, both of which relate to reciprocal relationships, and recognition by the instructor, which refers to extrinsic rewards and personal benefits, exert a strong positive effect on attitudes toward and usage of ICT interactive tools. The usage leads to improved intentions to continue using these technologies in the future.

► Social motivations determine e-learners’ attitude and their degree of usage of ICT interactive tools. ► Social influence and altruism are the most important social motivations. ► Recognition by the instructor exerts a positive effect on e-learners’ attitude. ► Sense of community and recognition by peers do not influence e-learners’ behavior.