A study of 739 college
students examined reasons for student failure specific to online courses (Cherif, Adams, Movahedzadeh, Martyn, & Dunning, 2014). Amongst the seven reasons listed, 35% of the students
identified lack of motivation (Cherif, et. al., 2014). This ranked as the highest contributing factor (Cherif,
et. al., 2014). Students identified motivation
as a component influencing their attitude, study habits, and academic readiness
(Cherif, et. al., 2014). Fundamentally, motivation is a responsibility residing
within the individual (Cherif, et. al., 2014). The University of Sothern
California (n.d) links individual past experiences as a large contributing
factor to student motivation. While it can be encouraged and modeled,
ultimately learners must choose to light the fire of motivation within
themselves (Cherif, et. al., 2014).
The US Journal of
Academics presents benefits to distant learning including flexibility,
autonomy, accessibility, and self-paced learning (2014). A group of nurses
working on a unit cover a variety of shifts often working inconsistent days.
When mandatory training is required this creates conflict. Unit closure, staff
required to participate on days off, and prioritizing education over immediate
patient care needs are unrealistic expectations. A group of professional nurses
may seem unmotivated to complete continued education when in reality they are focused
on patient care and unable to participate in nursing tasks and education
requirements simultaneously. As a result, distant learning is a positive
solution to the required ongoing nursing education. While these benefits have
attributed to the continued increase in distant learning experiences, they are
influenced by learner motivation (US Journal of Academics, 2014). For example,
without motivation with time management, the flexibility and autonomy may create
a challenge (Harnett, 2010).