Abstract: The purpose of the study is to investigate the level of
intrinsic motivation of trainers after attending a Continuous
Professional Development Course (CPD) organized by Institute of
Teacher Training Malaysia titled, “Transformation of Teaching and
Learning the Fun Way”. This study employed a survey whereby 96
teacher trainers were given Situational Intrinsic Motivational Scale
(SIMS) Instruments. Confirmatory factor analysis was carried out to
get the validity of this instrument in local setting. Data were analyzed
with SPSS for descriptive statistic. Semi- structured interviews were
also administrated to collect qualitative data on participants’
experiences after participating in the two-day fun-filled program. The
findings showed that the participants’ level of intrinsic motivation
showed higher mean than the amotivation. The results revealed that
the intrinsic motivation mean is 19.0 followed by Identified
regulation with a mean of 17.4, external regulation 9.7 and
amotivation 6.9. The interview data also revealed that the participants
were motivated after attending this training program. It can be
concluded that this program, which was organized by Institute of
Teacher Training Malaysia, was able to enhance participants’ level of
motivation. Self-Determination Theory (SDT) as a multidimensional
approach to motivation was utilized. Therefore, teacher trainers may
have more success using the “The fun way approach” in conducting
training program in future.
Abstract: Learner motivation is considered to be an important
component for the Blended e-Learning (BL) Method. BL is an
effective learning method in multiple domains, which opens several
opportunities for its participants to engage in the learning
environment. This research explores the learners’ perspective of BL
according to the Self-Determination Theory (SDT). It identifies the
opportunities and challenges for using the BL in Logistics Education
(LE) in Egyptian Higher Education (HE). SDT is approached from
different perspectives within the relationship between Intrinsic
Motivation (IM), Extrinsic Motivation (EM) and Amotivation (AM).
A self-administered face-to-face questionnaire was used to collect
data from learners who were geographically widely spread around
three colleges of International Transport and Logistics (CILTs) at the
Arab Academy for Science, Technology and Maritime Transport
(AAST&MT) in Egypt. Six hundred and sixteen undergraduates
responded to a questionnaire survey. Respondents were drawn from
three branches in Greater Cairo, Alexandria, and Port Said. The data
analysis used was SPSS 22 and AMOS 18.