Motivation and ability: which students use online learning and what influence does it have on their achievement?

By Sherria L. Hoskins, J. V. Hooff. British Journal of Educational Technology, 2005

296 citations recorded by the source corpus.

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Understanding the massive open online course (MOOC) student experience: An examination of attitudes, motivations, and barriers (2017, background): “In prior work analyzing motivations in online courses, Hoskins and van Hooff noted that “of those that repeated an online quiz, improvement was more likely in those with lower achievement orientation” (Hoskins & van Hooff, 2005, p. 177).”
Researching the community of inquiry framework: Review, issues, and future directions (2007, background): “Interaction and discourse play key roles in higher-order learning (Hoskins & van Hooff, 2005), but not without structure (design) and leadership (facilitation and direction).”
From Moodle to Facebook: Exploring students' motivation and experiences in online communities (2013, background): “Hoskins and Van Hooff (2005) reported that the active participants in online bulletin boards outperformed the passive or nonusers.”