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Self-directed e-learning (SDEL) refers to electronic learning environments where there are often no peer learners or instructors regularly available. Past studies suggest that lack of time and lack of motivation are primary causes of learner attrition "in online settings." However, little is known about what influences motivational change during SDEL. We surveyed 368 adult learners from both higher education and corporate settings who had used commercial SDEL products. Results from stepwise regression analysis indicated that the best predictors of "motivation to begin" SDEL were perceived relevance, reported technology competence, and age. The best predictors of "motivation during SDEL" were perceived quality of instruction and learning (e-learning is right for me) and motivation to begin. Motivation during SDEL was the best predictor of "positive change in motivation", which in turn predicted learner satisfaction with SDEL. Instructional design principles for sustaining learner motivation in SDEL are identified from the findings of the present study. (Contains 2 figures and 2 tables.)

Gestural motions of the hands and fingers are powerful tools for expressing meanings and concepts, and the nervous system has the capacity to retain multiple long-term motor memories, especially including movements of the hands. We developed many sets of successive movements of both hands, referred to as "digit anatomy," and made students practice the movements which express (1) the aortic arch, subclavian, and thoracoacromial arteries and their branches, (2) the celiac trunk, superior mesenteric artery and their branches, and formation of the portal vein, (3) the heart and the coronary arteries, and (4) the brachial, lumbar, and sacral plexuses. A feedback survey showed that digit anatomy was helpful for the students not only in memorizing anatomical structures but also in understanding their functions. Out of 40 students, 34 of them who learned anatomy with the help of digit anatomy were "very satisfied" or "generally satisfied" with this new teaching method. Digit anatomy that was used to express the aortic arch, subclavian, and thoracoacromial arteries and their branches was more helpful than those representing other structures. Although the movements of digit anatomy are expected to be remembered longer than the exact meaning of each movement, invoking the motor memory of the movement may help to make relearning of the same information easier and faster in the future. (Contains 7 figures.)

This article reports survey findings related to the current status and future trends of blended learning in workplace learning settings from diverse cultures. This particular survey was conducted of 674 training and human resource development professionals from five different countries, mostly from the Asia-Pacific region (i.e., China, South Korea, Taiwan, United States, and the United Kingdom). The results show that blended learning will become a popular delivery method in the future of workplace learning not only in Western countries but also in Asian countries. Still, the respondents indicated that there were several barriers to blended learning; one of the most noticeable issues was their lack of understanding of blended learning. There is a pressing need, therefore, to provide practitioners with guidance on how to implement blended learning in their organizations. Additionally, among the countries surveyed, the results of the present study revealed that there were significant differences in the current level of adoption of blended learning, the respondents' attitudes toward and perceptions of blended learning, and the content areas taught by blended learning. Respondents' predictions related to emerging instructional strategies, technologies, and evaluation techniques for blended learning are also reported.

Learner motivation is a key to effective instruction and is critical to creating a successful online learning environment; yet, there is a paucity of theory and empirical research on how to create a motivating online learning environment. The purpose of the present study was to explore and describe the experiences of adult learners in a self-directed e-learning environment, thereby helping us understand the motivational challenges that they face during their learning process. To this end, twelve adult learners who had taken self-directed e-learning courses in either academic (e.g., universities) or workplace settings were interviewed on their motivations in self-directed e-learning. Results of this qualitative interview study showed that learners found courses with a low degree of interactivity and lacking in the application and integration of content by the learner motivationally challenging. In contrast, courses that provide learners with authentic and interactive learning activities, such as animations and simulations, a positive learning climate, and the control over the pace and sequence of instruction were found motivating to the learner. It is expected that the descriptions of the motivational challenges of learners in the present study provide researchers and practitioners with an empirical basis on and insights into how to enhance the motivational design of self-directed e-learning courses. (Contains 1 figure, 1 table, and 1 note.)

This article reports a survey about blended learning in workplace learning settings. The survey found that blended learning gained popularity in many organizations but also that several barriers exist in implementing it. This survey also includes predictions on instructional strategies, emerging technologies, and evaluation techniques for blended learning. (Contains 4 figures and 2 tables.)

Considering the extensive turbulence created by the perfect storm surrounding e-learning, it is not surprising that opinions are mixed about the benefits of online teaching and learning in higher education. As illustrated in numerous issues of the "Chronicle of Higher Education" during the past decade, excitement and enthusiasm for e-learning alternate with a pervasive sense of e-learning gloom, disappointment, bankruptcy and lawsuits, and myriad other contentions. Appropriately, the question arises as to where online learning is headed. Navigating online education requires an understanding of the current state and the future direction of online teaching and learning. The study described in this article surveyed instructors and administrators in postsecondary institutions, mainly in the United States, to explore future trends of online education. In particular, the study makes predictions regarding the changing roles of online instructors, student expectations and needs related to online learning, pedagogical innovation, and projected technology use in online teaching and learning. The study confirmed some commonly held beliefs about online education, refuted others, and provided a range of predictions about the future of technology-enabled education. Implications of the findings, limitations of the study, and recommendations for research are discussed. (Contains 3 figures, 4 tables, and 28 endnotes.)

Online MBA programs have seen a rapid rise in student enrollments in recent years and institutions of higher education have keen interests in offering quality online MBA programs to meet the demands. The present study reports the results of a case study in which over 100 students enrolled in a top-ranked online MBA program were interviewed and surveyed to investigate their perceptions of the benefits and challenges in online learning and their suggestions for improving the quality of the online MBA program. It was found that virtual teaming was a major factor that influenced the students' online learning experience; they viewed virtual teaming experiences as valuable for preparing them for the increasingly global business environment; at the same time, it also served as a key challenge to their learning in the online environment. Students' suggestions for improving the quality of online MBA program are discussed as well. (Contains 1 table.)

Online MBA programs have grown exponentially in recent years. Yet, the prevailing literature indicates that research on online MBA education remains extremely limited. This article summarizes 28 instructor interviews from those teaching online courses in an online MBA program at a Midwestern public university. Instructors were interviewed regarding their perceptions of the benefits and barriers of teaching online, as well as their suggestions for improvement of the online courses and the overall MBA program. The results are expected to help better understand issues related to online teaching and learning, and provide implications for designing and delivering online MBA courses.