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S. Izmirli, O. Sahin-Izmirli

Canakkale Onsekiz Mart University (TURKEY)
Online learning a reflection of technological developments to education has gained a seat with various advantages in the learning process. Because online learning is time and place independent, provides learning for increasing number of students, can provide flexible and interactive environments, it has become a frequently used learning method. Online learning is a type of distance education. It uses network technologies (such as internet and intranet) to deliver instructional contents. Such technologies as multimedia applications on the Web, video sites like YouTube, audio chat, web conferencing, blogs, wikis, learning objects can be used in online learning.
Online learning environments can be used to support face-to-face learning environments. Besides, a course can be taught entirely online. Teaching a course wholly online via Moodle which is a learning management system, teaching some parts of a course face-to-face and other parts via Moodle, and using Moodle to share course materials with the purpose of supporting face-to-face course can be samples of online learning. Besides, sharing course materials and communicating on facebook, which is a social network, writing reflections related to course, reading and commenting on these reflections on blog can be samples of online learning.
Online learning can be defined as multidimensional system. These dimensions are affect, perception of course, perceived learning outcome, attitude, intrinsic motivation and extrinsic motivation. In this study, motivation in online learning is discussed. Motivation is very important for student achievement.
The purpose of this research is to determine what motivates preservice information technology teachers to learn online.

Survey design methodology was used in this research. In survey designs, information is collected from a sample in order to describe some characteristics (beliefs, attitudes, opinions etc.) of the population (Fraenkel & Wallen, 2003). Because this research aims to determine what motivates preservice information technology teachers to learn online, survey design was used.
Participants of this research are 210 juniors attending to the department of Computer Education and Instructional Technology (CEIT) at two universities in Turkey. The reason for selection of participants is that they have theoretical and practical knowledge about online learning because participants attend to department of CEIT. Another reason is that they took a course named “Distance Education” including online learning knowledge and applications. Thanks to course of Distance Education and other courses they took, it is thought that they have enough knowledge about online learning in order to participate in this research.
Data collection tool is motivators to learn online questionnaire. This questionnaire was based on Jain and Ngoh (2003)’s 20-item motivating factors in E-learning questionnaire. After literature review, their items were edited for this research, and 4 items was added to their questionnaire by the researcher. Questionnaire has two parts. First part has demographic information, and second part has 24 items (5-point likert-type) regarding motivators to learn online.
Results are being analyzed. Questionnaire items are given below. It is expected that research results will lead to institutions which gives online distance learning and online course developers.