Experiences and descriptions of motivational factors in online learning: Rural community college students' perspectives

The intent of this study was to investigate rural, community college student experiences of elements or practices they found to be motivational in online classes. Eight students who had taken online classes were interviewed. Transcendental phenomenology provided the framework for the formulation of analysis of experiences. Themes of flexibility, clear course content, instructor feedback, and self-motivation affected the student's experience. To a lesser extent, the themes of meaningful assignments, student-student interaction and group work also affected their experiences. The participants experienced the structures of time, relation to self and relation to others as these elements provided a frame around the above stated themes. Conclusions are drawn that attributes of online courses that helped participants build relationships with themselves and others, and attributes that allowed participants to save time, and manage their own time efficiently, were motivational.