CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: Moodle log Motivation Behavior</title> <meta name="description" content="Search results for: Moodle log Motivation Behavior"> <meta name="keywords" content="Moodle log Motivation Behavior"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="Moodle log Motivation Behavior" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Moodle log Motivation Behavior"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 2447</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Moodle log Motivation Behavior</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2447</span> Analysis of Student Motivation Behavior on e-Learning Based on Association Rule Mining</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kunyanuth%20Kularbphettong">Kunyanuth Kularbphettong</a>, <a href="https://publications.waset.org/search?q=Phanu%20Waraporn"> Phanu Waraporn</a>, <a href="https://publications.waset.org/search?q=Cholticha%20Tongsiri"> Cholticha Tongsiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This research aims to create a model for analysis of student motivation behavior on e-Learning based on association rule mining techniques in case of the Information Technology for Communication and Learning Course at Suan Sunandha Rajabhat University. The model was created under association rules, one of the data mining techniques with minimum confidence. The results showed that the student motivation behavior model by using association rule technique can indicate the important variables that influence the student motivation behavior on e-Learning.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Motivation%20behavior" title="Motivation behavior">Motivation behavior</a>, <a href="https://publications.waset.org/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/search?q=moodle%20log" title=" moodle log"> moodle log</a>, <a href="https://publications.waset.org/search?q=association%20rule%20mining." title=" association rule mining."> association rule mining.</a> </p> <a href="https://publications.waset.org/4005/analysis-of-student-motivation-behavior-on-e-learning-based-on-association-rule-mining" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4005/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4005/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4005/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4005/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4005/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4005/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4005/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4005/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4005/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4005/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4005.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1886</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2446</span> Mining Educational Data to Analyze the Student Motivation Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kunyanuth%20Kularbphettong">Kunyanuth Kularbphettong</a>, <a href="https://publications.waset.org/search?q=Cholticha%20Tongsiri"> Cholticha Tongsiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research aims to discover the knowledge for analysis student motivation behavior on e-Learning based on Data Mining Techniques, in case of the Information Technology for Communication and Learning Course at Suan Sunandha Rajabhat University. The data mining techniques was applied in this research including association rules, classification techniques. The results showed that using data mining technique can indicate the important variables that influence the student motivation behavior on e-Learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=association%20rule%20mining" title="association rule mining">association rule mining</a>, <a href="https://publications.waset.org/search?q=classification%20techniques" title=" classification techniques"> classification techniques</a>, <a href="https://publications.waset.org/search?q=e-%0ALearning" title=" e- Learning"> e- Learning</a>, <a href="https://publications.waset.org/search?q=Moodle%20log%20Motivation%20Behavior" title=" Moodle log Motivation Behavior"> Moodle log Motivation Behavior</a> </p> <a href="https://publications.waset.org/12793/mining-educational-data-to-analyze-the-student-motivation-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12793/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12793/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12793/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12793/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12793/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12793/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12793/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12793/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12793/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12793/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12793.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3093</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2445</span> Customization of Moodle Open Source LMS for Tanzania Secondary Schools’ Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ellen.%20A.%20Kalinga">Ellen. A. Kalinga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Moodle is an open source learning management system that enables creation of a powerful and flexible learning environment. Many organizations, especially learning institutions have customized Moodle open source LMS for their own use. In general open source LMSs are of great interest due to many advantages they offer in terms of cost, usage and freedom to customize to fit a particular context. Tanzania Secondary School e- Learning (TanSSe-L) system is the learning management system for Tanzania secondary schools. TanSSe-L system was developed using a number of methods, one of them being customization of Moodle Open Source LMS. This paper presents few areas on the way Moodle OS LMS was customized to produce a functional TanSSe-L system fitted to the requirements and specifications of Tanzania secondary schools’ context.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=LMS" title="LMS">LMS</a>, <a href="https://publications.waset.org/search?q=Moodle" title=" Moodle"> Moodle</a>, <a href="https://publications.waset.org/search?q=e-Learning" title="e-Learning">e-Learning</a>, <a href="https://publications.waset.org/search?q=Tanzania" title=" Tanzania"> Tanzania</a>, <a href="https://publications.waset.org/search?q=Secondary%0D%0Aschool." title=" Secondary school."> Secondary school.</a> </p> <a href="https://publications.waset.org/10000843/customization-of-moodle-open-source-lms-for-tanzania-secondary-schools-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000843/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000843/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000843/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000843/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000843/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000843/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000843/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000843/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000843/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000843/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000843.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3736</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2444</span> Enhancing Students’ Performance in Basic Science and Technology in Nigeria Using Moodle LMS</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Olugbade%20Damola">Olugbade Damola</a>, <a href="https://publications.waset.org/search?q=Adekomi%20Adebimbo"> Adekomi Adebimbo</a>, <a href="https://publications.waset.org/search?q=Sofowora%20Olaniyi%20Alaba"> Sofowora Olaniyi Alaba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>One of the major problems facing education in Nigeria is the provision of quality Science and Technology education. Inadequate teaching facilities, non-usage of innovative teaching strategies, ineffective classroom management, lack of students’ motivation and poor integration of ICT has resulted in the increase in percentage of students who failed Basic Science and Technology in Junior Secondary Certification Examination for National Examination Council in Nigeria. To address these challenges, the Federal Government came up with a road map on education. This was with a view of enhancing quality education through integration of modern technology into teaching and learning, enhancing quality assurance through proper monitoring and introduction of innovative methods of teaching. This led the researcher to investigate how MOODLE LMS could be used to enhance students’ learning outcomes in BST. A sample of 120 students was purposively selected from four secondary schools in Ogbomoso. The experimental group was taught using MOODLE LMS, while the control group was taught using the conventional method. Data obtained were analyzed using mean, standard deviation and t-test. The result showed that MOODLE LMS was an effective learning platform in teaching BST in junior secondary schools (t=4.953, P<0.05). Students’ attitudes towards BST was also enhanced through MOODLE LMS (t=15.632, P<0.05). The use of MOODLE LMS significantly enhanced students’ retention (t=6.640, P<0.05). In conclusion, the Federal Government efforts at enhancing quality assurance through integration of modern technology and e-learning in Secondary schools proved to have yielded good result has students found MOODLE LMS to be motivating and interactive. Attendance was improved.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=MOODLE" title="MOODLE">MOODLE</a>, <a href="https://publications.waset.org/search?q=learning%20management%20system" title=" learning management system"> learning management system</a>, <a href="https://publications.waset.org/search?q=quality%20assurance" title=" quality assurance"> quality assurance</a>, <a href="https://publications.waset.org/search?q=basic%20science%20and%20technology." title=" basic science and technology."> basic science and technology.</a> </p> <a href="https://publications.waset.org/10004484/enhancing-students-performance-in-basic-science-and-technology-in-nigeria-using-moodle-lms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004484/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004484/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004484/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004484/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004484/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004484/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004484/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004484/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004484/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004484/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004484.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3524</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2443</span> Ontology Development of e-Learning Moodle for Social Learning Network Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Norazah%20Yusof">Norazah Yusof</a>, <a href="https://publications.waset.org/search?q=Andi%20Besse%20Firdausiah%20Mansur"> Andi Besse Firdausiah Mansur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social learning network analysis has drawn attention for most researcher on e-learning research domain. This is due to the fact that it has the capability to identify the behavior of student during their social interaction inside e-learning. Normally, the social network analysis (SNA) is treating the students' interaction merely as node and edge with less meaning. This paper focuses on providing an ontology structure of e-learning Moodle that can enrich the relationships among students, as well as between the students and the teacher. This ontology structure brings great benefit to the future development of e-learning system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Ontology" title="Ontology">Ontology</a>, <a href="https://publications.waset.org/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/search?q=%C2%A9%20Learning%20Network" title=" © Learning Network"> © Learning Network</a>, <a href="https://publications.waset.org/search?q=Moodle." title=" Moodle."> Moodle.</a> </p> <a href="https://publications.waset.org/3300/ontology-development-of-e-learning-moodle-for-social-learning-network-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3300/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3300/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3300/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3300/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3300/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3300/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3300/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3300/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3300/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3300/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3300.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3162</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2442</span> Association between Job Satisfaction, Motivation and Five Factors of Organizational Citizenship Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=K.%20Mushtaq">K. Mushtaq</a>, <a href="https://publications.waset.org/search?q=M.%20Umar"> M. Umar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research aims to study the association between job satisfaction, motivation and the five factors of organizational citizenship behavior (i.e. Altruism, Conscientiousness, Sportsmanship, Courtesy and Civic virtue) among Public Sector Employees in Pakistan. In this research Structure Equation Modeling with confirmatory factor analysis was used to test the relationship between two independent and five dependent variables. Data was collected through questionnaire survey from 152 Public Servants Working in Gujrat District-Pakistan in different capacities. Stratified Random Sampling Technique was used to conduct this survey. The results of the study indicate that five factors of OCB have positive significant relation with both motivation and job satisfaction except the relationship of Civic Virtue with Motivation. The research findings implicate that factors other than motivation and job satisfaction may also affect OCB. Likewise, all the five factors of OCB may not be present in all populations. Thus, Managers must concentrate on increasing motivation and job satisfaction to increase OCB. Furthermore, the present research gives a direction to future researchers to use more independent variables (e.g. Culture, leadership, workplace environment, various job attitudes, types of motivation, etc.) on different types of populations with larger sample size in order to find the reasons behind insignificant relationship of civic virtue with Motivation in the research in hand and to generalize the tested model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Five%20Factors%20of%20Organizational%20Citizenship%20Behavior%0D%0A%28OCB%29" title="Five Factors of Organizational Citizenship Behavior (OCB)">Five Factors of Organizational Citizenship Behavior (OCB)</a>, <a href="https://publications.waset.org/search?q=Motivation" title=" Motivation"> Motivation</a>, <a href="https://publications.waset.org/search?q=Job%20Satisfaction" title=" Job Satisfaction"> Job Satisfaction</a>, <a href="https://publications.waset.org/search?q=Public%20Sector%20Employees%20in%0D%0APakistan." title=" Public Sector Employees in Pakistan."> Public Sector Employees in Pakistan.</a> </p> <a href="https://publications.waset.org/10002345/association-between-job-satisfaction-motivation-and-five-factors-of-organizational-citizenship-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002345/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002345/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002345/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002345/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002345/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002345/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002345/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002345/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002345/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002345/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002345.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3167</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2441</span> Exploring Value of Time, Shopping Behavior and Shopping Motivation of International Tourists in the Chatuchak Weekend Market</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chanin%20Yoopetch">Chanin Yoopetch</a>, <a href="https://publications.waset.org/search?q=Natcha%20Toemtemsab"> Natcha Toemtemsab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to explore the demographic differences of international tourists according to three main factors, including the value of time, shopping behavior and shopping motivation. The Chatuchak Weekend Market is known as one of the biggest weekend markets in the world. Too little academic studies had been conducted in this area of weekend market, despite its growth and continuous development. In general, both domestic visitors and international tourists are attracted to the perception of cheap and bargaining prices the weekend market. However, systematic research study can provide reliable understanding of the perception of the visitors. This study focused on the group of international tourists who visited the market and aimed to provide better insights based on the differences in their demographic factors. Findings indicated that several differences in value of time, shopping behavior, and shopping motivation were identified by gender, income and age. Research implications and directions for further studies were discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Value%20of%20Time" title="Value of Time">Value of Time</a>, <a href="https://publications.waset.org/search?q=Shopping%20Behavior" title=" Shopping Behavior"> Shopping Behavior</a>, <a href="https://publications.waset.org/search?q=Shopping%0AMotivation" title=" Shopping Motivation"> Shopping Motivation</a>, <a href="https://publications.waset.org/search?q=Chatuchak%20Weekend%20Market." title=" Chatuchak Weekend Market."> Chatuchak Weekend Market.</a> </p> <a href="https://publications.waset.org/8173/exploring-value-of-time-shopping-behavior-and-shopping-motivation-of-international-tourists-in-the-chatuchak-weekend-market" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8173/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8173/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8173/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8173/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8173/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8173/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8173/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8173/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8173/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8173/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8173.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2309</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2440</span> Factors Related to Working Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Charawee%20Butbumrung">Charawee Butbumrung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper aimed to study the factors that relate to working behavior of employees at Pakkred Municipality, Nonthaburi Province. A questionnaire was utilized as the tool in collecting information. Descriptive statistics included frequency, percentage, mean and standard deviation. Independent- sample t- test, analysis of variance and Pearson Correlation were also used. The findings of this research revealed that the majority of the respondents were female, between 25- 35 years old, married, with a Bachelor degree. The average monthly salary of respondents was between 8,001- 12,000 Baht, and having about 4-7 years of working experience. Regarding the overall working motivation factors, the findings showed that interrelationship, respect, and acceptance were ranked as highly important factors, whereas motivation, remunerations & welfare, career growth, and working conditions were ranked as moderately important factors. Also, overall working behavior was ranked as high. The hypotheses testing revealed that different genders had a different working behavior and had a different way of working as a team, which was significant at the 0.05 confidence level, Moreover, there was a difference among employees with different monthly salary in working behavior, problem- solving and decision making, which all were significant at the 0.05 confidence level. Employees with different years of working experience were found to have work working behavior both individual and as a team at the statistical significance level of 0.01 and 0.05. The result of testing the relationship between motivation in overall working revealed that interrelationship, respect and acceptance from others, career growth, and working conditions related to working behavior at a moderate level, while motivation in performing duties and remunerations and welfares related to working behavior towards the same direction at a low level, with a statistical significance of 0.01.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Employees%20of%20Pakkred%20Municipality" title="Employees of Pakkred Municipality">Employees of Pakkred Municipality</a>, <a href="https://publications.waset.org/search?q=Factors" title=" Factors"> Factors</a>, <a href="https://publications.waset.org/search?q=Nonthaburi%20Province" title=" Nonthaburi Province"> Nonthaburi Province</a>, <a href="https://publications.waset.org/search?q=Working%20Behavior." title=" Working Behavior."> Working Behavior.</a> </p> <a href="https://publications.waset.org/16201/factors-related-to-working-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/16201/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/16201/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/16201/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/16201/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/16201/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/16201/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/16201/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/16201/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/16201/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/16201/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/16201.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1583</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2439</span> A Theoretical Framework for Rural Tourism Motivation Factors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=N.%20P.%20Tsephe">N. P. Tsephe</a>, <a href="https://publications.waset.org/search?q=S.%20D.%20Eyono%20Obono"> S. D. Eyono Obono</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Rural tourism has many economical, environmental, and socio-cultural benefits. However, the development of rural tourism compared to urban tourism is also faced with several challenges added to the disadvantages of rural tourism. The aim of this study is to design a model of the factors affecting the motivations of rural tourists, in an attempt to improve the understanding of rural tourism motivation for the development of that form of tourism. The proposed model is based on a sound theoretical framework. It was designed following a literature review of tourism motivation theoretical frameworks and of rural tourism motivation factors. The tourism motivation theoretical framework that fitted to the best all rural tourism motivation factors was then chosen as the basis for the proposed model. This study hence found that the push and pull tourism motivation framework and the inner and outer directed values theory are the most adequate theoretical frameworks for the modeling of rural tourism motivation.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Motivation%20factors" title="Motivation factors">Motivation factors</a>, <a href="https://publications.waset.org/search?q=rural%20tourism" title=" rural tourism"> rural tourism</a>, <a href="https://publications.waset.org/search?q=tourism%20motivation%20theories." title=" tourism motivation theories."> tourism motivation theories.</a> </p> <a href="https://publications.waset.org/3031/a-theoretical-framework-for-rural-tourism-motivation-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3031/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3031/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3031/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3031/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3031/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3031/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3031/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3031/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3031/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3031/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3031.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">9425</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2438</span> TanSSe-L System PIM Manual Transformation to Moodle as a TanSSe-L System Specific PIM</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kalinga%20Ellen%20A.">Kalinga Ellen A.</a>, <a href="https://publications.waset.org/search?q=Bagile%20Burchard%20B."> Bagile Burchard B. </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Tanzania Secondary Schools e-Learning (TanSSe-L) system is a customized learning management system (LMS) developed to enable ICT support in teaching and learning functions. Methodologies involved in the development of TanSSe-L system are Object oriented system analysis and design with UML to create and model TanSSe-L system database structure in the form of a design class diagram, Model Driven Architecture<strong> (</strong>MDA<strong>)</strong> to provide a well defined process in TanSSe-L system development, where MDA conceptual layers were integrated with system development life cycle and customization of open source learning management system which was used during implementation stage to create a timely functional TanSSe-L system. Before customization, a base for customization was prepared. This was the manual transformation from TanSSe-L system platform independent models <strong>(</strong>PIM<strong>) </strong>to TanSSe-L system specific PIM. This paper presents how Moodle open source LMS was analyzed and prepared to be the TanSSe-L system specific PIM as applied by MDA.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Customization" title="Customization">Customization</a>, <a href="https://publications.waset.org/search?q=e-Learning" title=" e-Learning"> e-Learning</a>, <a href="https://publications.waset.org/search?q=MDA%20Transformation" title=" MDA Transformation"> MDA Transformation</a>, <a href="https://publications.waset.org/search?q=Moodle" title=" Moodle"> Moodle</a>, <a href="https://publications.waset.org/search?q=Secondary%20Schools" title=" Secondary Schools"> Secondary Schools</a>, <a href="https://publications.waset.org/search?q=Tanzania." title=" Tanzania."> Tanzania.</a> </p> <a href="https://publications.waset.org/17234/tansse-l-system-pim-manual-transformation-to-moodle-as-a-tansse-l-system-specific-pim" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/17234/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/17234/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/17234/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/17234/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/17234/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/17234/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/17234/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/17234/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/17234/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/17234/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/17234.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2018</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2437</span> Academic Motivation Maintenance for Students While Solving Mathematical Problems in the Middle School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20Rodionov">M. Rodionov</a>, <a href="https://publications.waset.org/search?q=Z.%20Dedovets"> Z. Dedovets</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The level and type of student academic motivation are the key factors in their development and determine the effectiveness of their education. Improving motivation is very important with regard to courses on middle school mathematics. This article examines the general position regarding the practice of academic motivation. It also examines the particular features of mathematical problem solving in a school setting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Teaching%20strategy" title="Teaching strategy">Teaching strategy</a>, <a href="https://publications.waset.org/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=student." title=" student."> student.</a> </p> <a href="https://publications.waset.org/10002557/academic-motivation-maintenance-for-students-while-solving-mathematical-problems-in-the-middle-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002557/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002557/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002557/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002557/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002557/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002557/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002557/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002557/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002557/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002557/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002557.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1523</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2436</span> Types of Motivation to Learn English: A Case Study of a Rural University, in Quintana Roo, Mexico</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sandra%20Valdez-Hern%C3%A1ndez">Sandra Valdez-Hernández</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Motivation is one of the most important factors when teaching language. Most institutions, at least in Mexico, pay low attention to the types of motivation students have when they are studying English; however, considering the motivation they have may lead to better understanding about their needs and purposes for learning English and the professors may understand and focus on their interests for making them persist in action through the course. This topic has been widely investigated in different countries, but more research needs to be done in Mexico to shed light on this area of potential impact. This quantitative study examines how students (n = 180) at a Rural University in Quintana Roo perceive their different types of motivation, intrinsic and extrinsic, instrumental, and integrative and the attitudes for the language. The findings reveal a high degree of intrinsic and instrumental motivation and provide insights into the perceived attitudes for learning English. Finding ways to persist in action may lead to better comprehending the reasons for learning English.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Attitudes%20for%20motivation" title="Attitudes for motivation">Attitudes for motivation</a>, <a href="https://publications.waset.org/search?q=types%20of%20motivation" title=" types of motivation"> types of motivation</a>, <a href="https://publications.waset.org/search?q=Extrinsic%20and%20Intrinsic%20motivation" title=" Extrinsic and Intrinsic motivation"> Extrinsic and Intrinsic motivation</a>, <a href="https://publications.waset.org/search?q=instrumental%20and%20integrative%20motivation." title=" instrumental and integrative motivation."> instrumental and integrative motivation.</a> </p> <a href="https://publications.waset.org/10013613/types-of-motivation-to-learn-english-a-case-study-of-a-rural-university-in-quintana-roo-mexico" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013613/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013613/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013613/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013613/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013613/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013613/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013613/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013613/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013613/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013613/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013613.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">116</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2435</span> The Attitude of Second Year Pharmacy Students towards Lectures, Exams and E-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ahmed%20T.%20Alahmar">Ahmed T. Alahmar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>There is an increasing trend toward student-centred interactive e-learning methods and students’ feedback is a valuable tool for improving learning methods. The aim of this study was to explore the attitude of second year pharmacy students at the University of Babylon, Iraq, towards lectures, exams and e-learning. Materials and methods: Ninety pharmacy students were surveyed by paper questionnaire about their preference for lecture format, use of e-files, theoretical lectures versus practical experiments, lecture and lab time. Students were also asked about their predilection for Moodle-based online exams, different types of exam questions, exam time and other extra academic activities. Results: Students prefer to read lectures on paper (73.3%), use of PowerPoint file (76.7%), short lectures of less than 10 pages (94.5%), practical experiments (66.7%), lectures and lab time of less than two hours (89.9% and 96.6 respectively) and intra-lecture discussions (68.9%). Students also like to have paper-based exam (73.3%), short essay (40%) or MCQ (34.4%) questions and also prefer to do extra activities like reports (22.2%), seminars (18.6%) and posters (10.8%). Conclusion: Second year pharmacy students have different attitudes toward traditional and electronic leaning and assessment methods. Using multimedia, e-learning and Moodle are increasingly preferred methods among some students.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Pharmacy" title="Pharmacy">Pharmacy</a>, <a href="https://publications.waset.org/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/search?q=lecture" title=" lecture"> lecture</a>, <a href="https://publications.waset.org/search?q=exam" title=" exam"> exam</a>, <a href="https://publications.waset.org/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/search?q=Moodle." title=" Moodle."> Moodle.</a> </p> <a href="https://publications.waset.org/10008665/the-attitude-of-second-year-pharmacy-students-towards-lectures-exams-and-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008665/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008665/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008665/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008665/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008665/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008665/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008665/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008665/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008665/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008665/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008665.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1432</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2434</span> Exploring the Relationships among Shopping Motivation, Shopping Behavior, and Post- Purchasing Behavior of Mainland Tourists toward Taipei Night Markets</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ren-Hua%20Kung">Ren-Hua Kung</a>, <a href="https://publications.waset.org/search?q=Jen-Chieh%20Liu"> Jen-Chieh Liu </a>, <a href="https://publications.waset.org/search?q=Chih-Teng%20Chang"> Chih-Teng Chang</a>, <a href="https://publications.waset.org/search?q=Pei-Ti%20Chen"> Pei-Ti Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The consumption capability of people in China has been a big issue to tourism business. Due to the increasing of China tourists, Taiwan-s government rescinded the category of people in China and opened up the non-stopped airline from China to Taiwan. The “one-day traveling style between China and Taiwan" has formed, hoping to bring business to Taiwan. Night market, which shows foreigners the very local character of Taiwan, contains various merchandise for consumers to purchase. With the increasing numbers of non-stopped airline, visiting Taiwan-s night markets has also been one of major activities to China-s tourists. The purpose of the present study is to understand the consumer behavior of China tourists in tourist night markets in Taipei and analyze that if their shopping motives cause the different shopping behaviors and post-purchase satisfaction and revisiting intention. The results reveled that for the China tourists, the motives of significant influence to the shopping behaviors. Also, the shopping behaviors significant influence to the whole satisfaction and the whole satisfaction significant influence to post-purchase behavior. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Shopping%20Motivation" title="Shopping Motivation">Shopping Motivation</a>, <a href="https://publications.waset.org/search?q=Shopping%20Behavior" title=" Shopping Behavior"> Shopping Behavior</a>, <a href="https://publications.waset.org/search?q=Satisfaction" title=" Satisfaction"> Satisfaction</a>, <a href="https://publications.waset.org/search?q=Post-Purchase%20Behavior" title=" Post-Purchase Behavior"> Post-Purchase Behavior</a> </p> <a href="https://publications.waset.org/12317/exploring-the-relationships-among-shopping-motivation-shopping-behavior-and-post-purchasing-behavior-of-mainland-tourists-toward-taipei-night-markets" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12317/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12317/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12317/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12317/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12317/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12317/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12317/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12317/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12317/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12317/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12317.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2241</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2433</span> The Effect of Job Motivation, Work Environment and Leadership on Organizational Citizenship Behavior, Job Satisfaction and Public Service Quality in Magetan, East Java,Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Budiyanto">Budiyanto</a>, <a href="https://publications.waset.org/search?q=Hening%20Widi%20Oetomo"> Hening Widi Oetomo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Magetan area is going to be the object of this research which is located in East Java, Indonesia. The data were obtained from 270 civil servants working at the Magetan District government. The data were analyzed using the Structural Equation Modeling with Partial Least Square program. The research showed the following findings: (1) job motivation variable has a positive and significant effect on organizational citizenship behavior (OCB); (2) work environment has positive and significant effect on OCB; (3) leadership variable has positive and significant effect on OCB; (4) job motivation variable has no significant effect on job satisfaction; (5) work environment variable has no significant effect on job satisfaction; (6) leadership variable has no significant effect on job satisfaction; (7) OCB is positively and significantly associated with job satisfaction; (8) job satisfaction variable is positively and significantly correlated with quality of public service at the Magetan District government. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Job%20Satisfaction" title="Job Satisfaction">Job Satisfaction</a>, <a href="https://publications.waset.org/search?q=Leadership" title=" Leadership"> Leadership</a>, <a href="https://publications.waset.org/search?q=OrganizationalCitizenship%20Behavior%20%28OCB%29" title=" OrganizationalCitizenship Behavior (OCB)"> OrganizationalCitizenship Behavior (OCB)</a>, <a href="https://publications.waset.org/search?q=Quality%20of%20Public%20Service" title=" Quality of Public Service"> Quality of Public Service</a> </p> <a href="https://publications.waset.org/11351/the-effect-of-job-motivation-work-environment-and-leadership-on-organizational-citizenship-behavior-job-satisfaction-and-public-service-quality-in-magetan-east-javaindonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11351/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11351/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11351/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11351/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11351/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11351/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11351/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11351/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11351/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11351/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11351.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3897</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2432</span> A DMB-TCA Simulation Method for On-Road Traffic Travel Demand Impact Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Zundong%20Zhang">Zundong Zhang</a>, <a href="https://publications.waset.org/search?q=Limin%20Jia"> Limin Jia</a>, <a href="https://publications.waset.org/search?q=Zhao%20Tian"> Zhao Tian</a>, <a href="https://publications.waset.org/search?q=Yanfang%20Yang"> Yanfang Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Travel Demands influence micro-level traffic behavior, furthermore traffic states. In order to evaluate the effect of travel demands on traffic states, this paper introduces the Demand- Motivation-Behaviors (DMB) micro traffic behavior analysis model which denotes that vehicles behaviors are determines by motivations that relies on traffic demands from the perspective of behavior science. For vehicles, there are two kinds of travel demands: reaching travel destinations from orientations and meeting expectations of travel speed. To satisfy travel demands, the micro traffic behaviors are delivered such as car following behavior, optional and mandatory lane changing behaviors. Especially, mandatory lane changing behaviors depending on travel demands take strong impact on traffic states. In this paper, we define the DMB-based cellular automate traffic simulation model to evaluate the effect of travel demands on traffic states under the different δ values that reflect the ratio of mandatory lane-change vehicles.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Demand-Motivation-Behavior" title="Demand-Motivation-Behavior">Demand-Motivation-Behavior</a>, <a href="https://publications.waset.org/search?q=Mandatory%20Lane%0D%0AChanging" title=" Mandatory Lane Changing"> Mandatory Lane Changing</a>, <a href="https://publications.waset.org/search?q=Traffic%20Cellular%20Automata." title=" Traffic Cellular Automata."> Traffic Cellular Automata.</a> </p> <a href="https://publications.waset.org/16833/a-dmb-tca-simulation-method-for-on-road-traffic-travel-demand-impact-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/16833/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/16833/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/16833/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/16833/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/16833/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/16833/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/16833/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/16833/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/16833/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/16833/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/16833.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1677</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2431</span> The Relationship between Learners-Motivation (Integrative and Instrumental) and English Proficiency among Iranian EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mahshid%20Ghanea">Mahshid Ghanea</a>, <a href="https://publications.waset.org/search?q=Hamid%20Reza%20Zeraat%20Pisheh"> Hamid Reza Zeraat Pisheh</a>, <a href="https://publications.waset.org/search?q=Mohammad%20Hassan%20Ghanea"> Mohammad Hassan Ghanea</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study aims at investigating the relationship between the learners- integrative and instrumental motivation and English proficiency among Iranian EFL learners. The participants in this study consisted of 128 undergraduate university students including 64 males and 64 females, majoring in English as a foreign language, from Shiraz Azad University. Two research instruments were used to gather the needed data for this study: 1) Language Proficiency Test. 2) A scale on motivation which determines the type of the EFL learners- motivation. Correlatin coefficient and t-test were used to analyze the collected data and the main result was found as follows: There is a significant relationship between the integrative motivation and instrumental motivation with English proficiency among EFL learners of Shiraz Azad University. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20proficiency" title="English proficiency">English proficiency</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/3297/the-relationship-between-learners-motivation-integrative-and-instrumental-and-english-proficiency-among-iranian-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3297/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3297/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3297/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3297/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3297/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3297/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3297/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3297/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3297/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3297/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3297.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3973</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2430</span> Users- Motivation and Satisfaction with IS</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Abbas%20Moshref%20Razavi">Abbas Moshref Razavi</a>, <a href="https://publications.waset.org/search?q=Rodina%20Ahmad"> Rodina Ahmad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To motivate users to adopt and use information systems effectively, the nature of motivation should be carefully investigated. People are usually motivated within ongoing processes which include a chain of states such as perception, stimulation, motivation, actions and reactions and finally, satisfaction. This study assumes that the relevant motivation processes should be executed in a proper and continuous manner to be able to persistently motivate and re-motivate people in organizational settings and towards information systems. On this basis, the study attempts to propose possible relationships between this process-nature view of motivation in terms of the common chain of states and the nearly unique properties of information systems as is perceived by users in the sense of a knowledgeable and authoritative entity. In the conclusion section, some guidelines for practitioners are suggested to ease their tasks for motivating people to adopt and use information systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Information%20Systems" title="Information Systems">Information Systems</a>, <a href="https://publications.waset.org/search?q=Satisfaction" title=" Satisfaction"> Satisfaction</a>, <a href="https://publications.waset.org/search?q=Motivation" title=" Motivation"> Motivation</a> </p> <a href="https://publications.waset.org/11250/users-motivation-and-satisfaction-with-is" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11250/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11250/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11250/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11250/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11250/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11250/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11250/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11250/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11250/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11250/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11250.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1291</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2429</span> Validation of the Career Motivation Scale among Chinese University and Vocational College Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wei%20Zhang">Wei Zhang</a>, <a href="https://publications.waset.org/search?q=Lifen%20Zhao"> Lifen Zhao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The present study aims to translate and validate the Career Motivation Scale among Chinese University and vocational college teachers. Exploratory factor analysis supported a three-factor structure that was consistent with the original structure of career motivation: career insight, career identity, and career resilience. Confirmatory factor analysis showed that a second-order three-factor model with correlated measurement errors best fit the data. Configural, metric, and scalar invariance models were tested, demonstrating that the Chinese version of the Career Motivation Scale did not differ across groups of school type, educational level, and working years in current institutions. The concurrent validity of the Chinese Career Motivation Scale was confirmed by its significant correlations with work engagement, career adaptability, career satisfaction, job crafting, and intention to quit. The results of the study indicated that the Chinese Career Motivation Scale was a valid and reliable measure of career motivation among university and vocational college teachers in China.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Career%20motivation%20scale" title="Career motivation scale">Career motivation scale</a>, <a href="https://publications.waset.org/search?q=Chinese%20university%20and%20vocational%20college%20teachers" title=" Chinese university and vocational college teachers"> Chinese university and vocational college teachers</a>, <a href="https://publications.waset.org/search?q=measurement%20invariance" title=" measurement invariance"> measurement invariance</a>, <a href="https://publications.waset.org/search?q=validation." title=" validation."> validation.</a> </p> <a href="https://publications.waset.org/10013068/validation-of-the-career-motivation-scale-among-chinese-university-and-vocational-college-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013068/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013068/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013068/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013068/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013068/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013068/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013068/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013068/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013068/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013068/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013068.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">369</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2428</span> A Study of Relationship between Mountaineering Participation Motivation and Risk Perception</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yen-Chieh%20Wen">Yen-Chieh Wen</a>, <a href="https://publications.waset.org/search?q=Ching-Hui%20Lin"> Ching-Hui Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this study is to analyze climbers involved in motivation and risk perception and analysis of the predictive ability of the risk perception "mountaineering" involved in motivation. This study used questionnaires, to have to climb the 3000m high mountain in Taiwan climbers object to carry out an investigation in order to non-random sampling, a total of 231 valid questionnaires were. After statistical analysis, the study found that: 1. Climbers the highest climbers involved in motivation "to enjoy the natural beauty of the fun. 2 climbers for climbers "risk perception" the highest: the natural environment of risk. 3. Climbers “seeking adventure stimulate", “competence achievement" motivation highly predictive of risk perception. Based on these findings, this study not only practices the recommendations of the outdoor leisure industry, and also related research proposals for future researchers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Mountaineering" title="Mountaineering">Mountaineering</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=risk%20perception" title=" risk perception"> risk perception</a>, <a href="https://publications.waset.org/search?q=decision-making." title=" decision-making."> decision-making.</a> </p> <a href="https://publications.waset.org/15555/a-study-of-relationship-between-mountaineering-participation-motivation-and-risk-perception" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15555/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15555/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15555/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15555/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15555/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15555/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15555/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15555/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15555/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15555/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15555.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2855</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2427</span> The Effect of Religious Tourist Motivation and Satisfaction on Behavioral Intention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Tao%20Zhang">Tao Zhang</a>, <a href="https://publications.waset.org/search?q=Nan%20Yan"> Nan Yan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, the Chaoshan area, a special place located in the southeast of Guangdong province in China, actively protects religious heritage and is developing religious tourism, which is attracting many expatriate Chinese who are coming back for travel and to worship. This paper discussed three questions. Firstly, what is the current situation about the different social background of tourists’ motivation, satisfaction and behavioral intention? Secondly, is there a relationship between the motivation, satisfaction and behavioral intention and the different social backgrounds of tourists? Thirdly, what is the relationship between religious tourists’ motivation, satisfaction and behavioral intention? The research methods use a combination of qualitative analysis and quantitative analysis. Qualitative analysis uses the method of observation and interviews. Convenient sampling technique was used for quantitative analysis. The study showed that the different social backgrounds of tourists’ forms diverse cognition and experiences about religious tourism, and their motivations, satisfaction and behavioral intention as tourists vary. Tourists’ motivation and satisfaction has a positive phase relation. Tourists’ motivation with satisfaction as the intervening variable also has a positive phase effect on tourists’ behavior intention. The result shows that religious tourists’ motivations include experiencing a religious atmosphere, and having a rest and recreation. The result also shows that religious tourists want to travel with their family members and friends. While traveling, religious tourists like to talk with Buddhist monks or nuns. Compared to other tourism types, religious tourists have higher expectations about temple environment, traveling experience, peripheral service and temple management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Behavioral%20intension" title="Behavioral intension">Behavioral intension</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=religious%20tourism" title=" religious tourism"> religious tourism</a>, <a href="https://publications.waset.org/search?q=satisfaction." title=" satisfaction."> satisfaction.</a> </p> <a href="https://publications.waset.org/10005416/the-effect-of-religious-tourist-motivation-and-satisfaction-on-behavioral-intention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005416/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005416/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005416/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005416/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005416/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005416/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005416/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005416/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005416/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005416/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005416.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2026</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2426</span> The Role of Intrinsic Motivation in Explaining Students- Willingness to Use Software Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Anne%20Sorebo">Anne Sorebo</a>, <a href="https://publications.waset.org/search?q=Oystein%20Sorebo"> Oystein Sorebo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was designed to test the influence of intrinsic ICT-motivation, perceived usefulness and ease of use on business students- willingness to use a particular software package. A questionnaire was completed by 196 business students in Norway. We found that 34% of the variance in the students- willingness to use the software could be explained by the three proposed antecedents. Intrinsic ICT-motivation seems to be the most important predictor of students- satisfaction willingness to use the software package. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Spreadsheet" title="Spreadsheet">Spreadsheet</a>, <a href="https://publications.waset.org/search?q=business%20students" title=" business students"> business students</a>, <a href="https://publications.waset.org/search?q=technology%0Aacceptance" title=" technology acceptance"> technology acceptance</a>, <a href="https://publications.waset.org/search?q=intrinsic%20motivation." title=" intrinsic motivation."> intrinsic motivation.</a> </p> <a href="https://publications.waset.org/34/the-role-of-intrinsic-motivation-in-explaining-students-willingness-to-use-software-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/34/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/34/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/34/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/34/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/34/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/34/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/34/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/34/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/34/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/34/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/34.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2075</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2425</span> Towards an E-Learning Platform Multi-Agent Based On the E-Tutoring for Collaborative Work</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Badr%20Hssina">Badr Hssina</a>, <a href="https://publications.waset.org/search?q=Belaid%20Bouikhalene"> Belaid Bouikhalene</a>, <a href="https://publications.waset.org/search?q=Abdelkrim%20Merbouha"> Abdelkrim Merbouha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article presents our prototype MASET (Multi Agents System for E-Tutoring Learners engaged in online collaborative work). MASET that we propose is a system which basically aims to help tutors in monitoring the collaborative work of students and their various interactions. The evaluation of such interactions by the tutor is based on the results provided by the automatic analysis of the interaction indicators. This system is predicated upon the middleware JADE (Java Agent Development Framework) and e-learning Moodle platform. The MASET environment is modeled by AUML which allows structuring the different interactions between agents for the fulfillment and performance of online collaborative work. This multi-agent system has been the subject of a practical experimentation based on the interactions data between Master Computer Engineering and System students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=AUML" title="AUML">AUML</a>, <a href="https://publications.waset.org/search?q=Collaborative%20work" title=" Collaborative work"> Collaborative work</a>, <a href="https://publications.waset.org/search?q=E-learning" title=" E-learning"> E-learning</a>, <a href="https://publications.waset.org/search?q=E-tutoring" title=" E-tutoring"> E-tutoring</a>, <a href="https://publications.waset.org/search?q=JADE" title=" JADE"> JADE</a>, <a href="https://publications.waset.org/search?q=Moodle" title=" Moodle"> Moodle</a>, <a href="https://publications.waset.org/search?q=SMA" title=" SMA"> SMA</a>, <a href="https://publications.waset.org/search?q=Web%20Agent." title=" Web Agent."> Web Agent.</a> </p> <a href="https://publications.waset.org/10001653/towards-an-e-learning-platform-multi-agent-based-on-the-e-tutoring-for-collaborative-work" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001653/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001653/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001653/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001653/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001653/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001653/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001653/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001653/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001653/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001653/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001653.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1831</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2424</span> The Formation of Motivational Sphere for Learning Activity under Conditions of Change of One of Its Leading Components</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20Rodionov">M. Rodionov</a>, <a href="https://publications.waset.org/search?q=Z.%20Dedovets"> Z. Dedovets</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This article discusses ways to implement a differentiated approach to developing academic motivation for mathematical studies which relies on defining the primary structural characteristics of motivation. The following characteristics are considered: features of realization of cognitive activity, meaningmaking characteristics, level of generalization and consistency of knowledge acquired by personal experience. The assessment of the present level of individual student understanding of each component of academic motivation is the basis for defining the relevant educational strategy for its further development.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20activity" title="Learning activity">Learning activity</a>, <a href="https://publications.waset.org/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=student." title=" student."> student.</a> </p> <a href="https://publications.waset.org/10001022/the-formation-of-motivational-sphere-for-learning-activity-under-conditions-of-change-of-one-of-its-leading-components" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001022/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001022/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001022/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001022/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001022/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001022/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001022/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001022/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001022/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001022/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001022.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1954</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2423</span> Explanatory of Relationship between Learning Motivation and Learning Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chih%20Chin%20Yang">Chih Chin Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, the relationship between learning motivation and learning performance is explored by using exchange theory. The relationship is concluded that external performance can raise learning motivation and then increase learning performance. The internal performance should be not completely neglected and the external performance should be not attached important excessively. The parents need self-study and must be also reeducated. The existing education must be improved in raise of internal performance. The incorrect learning thinking will mislead the students, parents, and educators of next generation, when the students obtain good learning performance in the learning environment with excess stimulants. Over operation of external performance will result abnormal learning thinking and violating learning goal. Learning is not only to obtain performance. Learning quality and learning performance will be limited as without learning motivation. The best learning motivation is, the best learning performance is. The learning for reward is not good for learning performance. Strategies of promoting life-long learning are including the encouraging for learner, establishment of good interaction learning environment, and the advertisement of the merit and the importance of life-long learning, which can let the learner with the correct learning motivation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=exchange%20theory" title="exchange theory">exchange theory</a>, <a href="https://publications.waset.org/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/search?q=learning%0Aperformance" title=" learning performance"> learning performance</a>, <a href="https://publications.waset.org/search?q=learning%20quality" title=" learning quality"> learning quality</a> </p> <a href="https://publications.waset.org/10416/explanatory-of-relationship-between-learning-motivation-and-learning-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10416/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10416/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10416/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10416/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10416/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10416/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10416/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10416/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10416/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10416/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10416.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1621</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2422</span> Towards a Web 2.0 Based Practical Works Management System at a Public University: Case of Sultan Moulay Slimane University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Khalid%20Ghoulam">Khalid Ghoulam</a>, <a href="https://publications.waset.org/search?q=Belaid%20Bouikhalene"> Belaid Bouikhalene</a>, <a href="https://publications.waset.org/search?q=Zakaria%20Harmouch"> Zakaria Harmouch</a>, <a href="https://publications.waset.org/search?q=Hicham%20Mouncif"> Hicham Mouncif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of engineering education is to prepare students to cope with problems of real devices and systems. Usually there are not enough devices or time for conducting experiments in a real lab. Other factors that prevent the use of lab devices directly by students are inaccessible or dangerous phenomena, or polluting chemical reactions. The technology brings additional strategies of learning and teaching, there are two types of online labs, virtual and remote labs RL. We present an example of a successful development and deployment of a remote lab in the field of engineering education, integrated in the Moodle platform, using very low-coast, high documented devices and free software. The remote lab is user friendly for both teachers and students. Our web 2.0 based user interface would attract and motivate students, as well as solving the problem of larger classes and expensive lab devices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Remote%20lab" title="Remote lab">Remote lab</a>, <a href="https://publications.waset.org/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/search?q=Moodle" title=" Moodle"> Moodle</a>, <a href="https://publications.waset.org/search?q=Arduino" title=" Arduino"> Arduino</a>, <a href="https://publications.waset.org/search?q=SMSU" title=" SMSU"> SMSU</a>, <a href="https://publications.waset.org/search?q=lab%20experimentation" title=" lab experimentation"> lab experimentation</a>, <a href="https://publications.waset.org/search?q=engineering%20education" title=" engineering education"> engineering education</a>, <a href="https://publications.waset.org/search?q=online%20engineering%20education." title=" online engineering education. "> online engineering education. </a> </p> <a href="https://publications.waset.org/10004357/towards-a-web-20-based-practical-works-management-system-at-a-public-university-case-of-sultan-moulay-slimane-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004357/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004357/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004357/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004357/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004357/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004357/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004357/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004357/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004357/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004357/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004357.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1362</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2421</span> Self-efficacy, Self-reliance, and Motivation inan Asynchronous Learning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Linda%20H.%20Meyer">Linda H. Meyer</a>, <a href="https://publications.waset.org/search?q=Carol%20S.%20Sternberger"> Carol S. Sternberger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Self-efficacy, self-reliance, and motivation were examined in a quasi-experimental study with 178 sophomore university students. Participants used an interactive cardiovascular anatomy and physiology CD-ROM, and completed a 15-item questionnaire. Reliability of the questionnaire was established using Cronbach-s alpha. Post-tests and course grades were examined using a t-test, demonstrating no significance. Results of an item-to-item analysis of the questionnaire showed overall satisfaction with the teaching methodology and varied results for self-efficacy, selfreliance, and motivation. Kendall-s Tau was calculated for all items in the questionnaire. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Asynchronous%20learning%20environments" title="Asynchronous learning environments">Asynchronous learning environments</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/search?q=self-reliance." title=" self-reliance."> self-reliance.</a> </p> <a href="https://publications.waset.org/6643/self-efficacy-self-reliance-and-motivation-inan-asynchronous-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6643/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6643/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6643/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6643/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6643/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6643/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6643/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6643/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6643/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6643/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6643.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3658</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2420</span> Impact of Grade Sensitivity on Learning Motivation and Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Salwa%20Aftab">Salwa Aftab</a>, <a href="https://publications.waset.org/search?q=Sehrish%20Riaz"> Sehrish Riaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study was to check the impact of grade sensitivity on learning motivation and academic performance of students and to remove the degree of difference that exists among students regarding the cause of their learning motivation and also to gain knowledge about this matter since it has not been adequately researched. Data collection was primarily done through the academic sector of Pakistan and was depended upon the responses given by students solely. A sample size of 208 university students was selected. Both paper and online surveys were used to collect data from respondents. The results of the study revealed that grade sensitivity has a positive relationship with the learning motivation of students and their academic performance. These findings were carried out through systematic correlation and regression analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20performance" title="Academic performance">Academic performance</a>, <a href="https://publications.waset.org/search?q=correlation" title=" correlation"> correlation</a>, <a href="https://publications.waset.org/search?q=grade%20sensitivity" title=" grade sensitivity"> grade sensitivity</a>, <a href="https://publications.waset.org/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/search?q=regression." title=" regression."> regression.</a> </p> <a href="https://publications.waset.org/10004904/impact-of-grade-sensitivity-on-learning-motivation-and-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004904/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004904/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004904/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004904/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004904/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004904/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004904/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004904/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004904/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004904/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004904.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2780</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2419</span> The Relevant Study of Leisure Motivation, Leisure Attitude and Health Promotion Lifestyle of Elderly People in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Cheng-Yu%20Tsai">Cheng-Yu Tsai</a>, <a href="https://publications.waset.org/search?q=Chiung-En%20Huang"> Chiung-En Huang</a>, <a href="https://publications.waset.org/search?q=Ming-Tsang%20Wu"> Ming-Tsang Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this study was to investigate the relationships among leisure motivation, leisure attitude, and health promotion lifestyle. The participants were recruited from a convenience sampling that subjects were at least 55 years of age in Tainan City, Taiwan. Three hundred survey instruments were distributed, and 227 effective instruments were returned, for an effective rate of 75.7%. The collected data were analyzed statistically. The findings of this research were as follows: 1.There is significantly correlated between leisure motivation and leisure attitude. 2. There is significantly correlated between leisure attitude and health promotion lifestyle. 3. There is significantly correlated between leisure motivation and health promotion lifestyle.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Leisure%20motivation" title="Leisure motivation">Leisure motivation</a>, <a href="https://publications.waset.org/search?q=leisure%20attitude" title=" leisure attitude"> leisure attitude</a>, <a href="https://publications.waset.org/search?q=health%20promotion%20lifestyle." title=" health promotion lifestyle. "> health promotion lifestyle. </a> </p> <a href="https://publications.waset.org/9998967/the-relevant-study-of-leisure-motivation-leisure-attitude-and-health-promotion-lifestyle-of-elderly-people-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998967/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998967/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998967/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998967/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998967/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998967/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998967/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998967/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998967/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998967/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998967.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2963</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2418</span> Analysis and Categorization of e-Learning Activities Based On Meaningful Learning Characteristics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Arda%20Yunianta">Arda Yunianta</a>, <a href="https://publications.waset.org/search?q=Norazah%20Yusof"> Norazah Yusof</a>, <a href="https://publications.waset.org/search?q=Mohd%20Shahizan%20Othman"> Mohd Shahizan Othman</a>, <a href="https://publications.waset.org/search?q=Dewi%20Octaviani"> Dewi Octaviani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Learning is the acquisition of new mental schemata, knowledge, abilities and skills which can be used to solve problems potentially more successfully. The learning process is optimum when it is assisted and personalized. Learning is not a single activity, but should involve many possible activities to make learning become meaningful. Many e-learning applications provide facilities to support teaching and learning activities. One way to identify whether the e-learning system is being used by the learners is through the number of hits that can be obtained from the e-learning system's log data. However, we cannot rely solely to the number of hits in order to determine whether learning had occurred meaningfully. This is due to the fact that meaningful learning should engage five characteristics namely active, constructive, intentional, authentic and cooperative. This paper aims to analyze the e-learning activities that is meaningful to learning. By focusing on the meaningful learning characteristics, we match it to the corresponding Moodle e-learning activities. This analysis discovers the activities that have high impact to meaningful learning, as well as activities that are less meaningful. The high impact activities is given high weights since it become important to meaningful learning, while the low impact has less weight and said to be supportive e-learning activities. The result of this analysis helps us categorize which e-learning activities that are meaningful to learning and guide us to measure the effectiveness of e-learning usage.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=e-learning%20system" title="e-learning system">e-learning system</a>, <a href="https://publications.waset.org/search?q=e-learning%20activity" title=" e-learning activity"> e-learning activity</a>, <a href="https://publications.waset.org/search?q=meaningful%0D%0Alearning%20characteristics" title=" meaningful learning characteristics"> meaningful learning characteristics</a>, <a href="https://publications.waset.org/search?q=Moodle" title=" Moodle"> Moodle</a> </p> <a href="https://publications.waset.org/11932/analysis-and-categorization-of-e-learning-activities-based-on-meaningful-learning-characteristics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11932/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11932/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11932/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11932/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11932/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11932/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11932/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11932/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11932/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11932/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11932.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3150</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Moodle%20log%20Motivation%20Behavior&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Moodle%20log%20Motivation%20Behavior&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Moodle%20log%20Motivation%20Behavior&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Moodle%20log%20Motivation%20Behavior&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Moodle%20log%20Motivation%20Behavior&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Moodle%20log%20Motivation%20Behavior&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Moodle%20log%20Motivation%20Behavior&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Moodle%20log%20Motivation%20Behavior&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Moodle%20log%20Motivation%20Behavior&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Moodle%20log%20Motivation%20Behavior&page=81">81</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Moodle%20log%20Motivation%20Behavior&page=82">82</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Moodle%20log%20Motivation%20Behavior&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>