Influence of a distance learning environment on university students' attribution of success and failure factors

One of the distance learning means through the Internet is that of a student community which is based on three integrated components: A virtual community (the social dimension), which is a guest in a virtual environment (the technological dimension) and realizes pedagogic contents (the educational dimension) [18]. In this type of learning the learner is perceived as an independent, active learner with freedom of choice. In the traditional classroom a direct relation exists between the teacher and the learner, whereas in distance learning there is a mediating factor between the learners among themselves and between the teacher and the learners {14-17}. Thus, virtual learning causes confusion and embarrassment among the students [12], which increases the sense of frustration. The effect of psychological aspects on the success of learning via the distance learning method must therefore be examined. This study is based on Weiner's[25] attribution theory, which states that the reasons people attribute to their own and others' behaviors, and especially their successes and failures, influence their motivation. The aim of this study is to examine the influence of a distance learning environment on students' attribution of success or failure factors and to examine factors in the distance learning system that influence students' attribution to success or failure in a community management course. It examines factors that influence the students' learning in the course as well as the relations system between the variable learning environment and the variable attribution of factors for success or failure to this teaching method. A significant relation was found between the distance learning environment and the attribution of failure to external factors, especially the nature of the task. The conclusion was reached that in the virtual community management course students tend to attribute their success or failure to internal factors, especially effort. However, when the student's achievements are not good, he/she projects the reason for the low achievements to external factors, especially the teacher, the teaching method and the learning method.