Does the study demonstrate specific experiences as perceived usefulness and intrinsic motivation have the potential to neutralize the impact from the general experience of being satisfied with e-learning? 

University of Michigan - Ann Arbor

This study utilized the same general work context instrument as Sørebø, Halvari, Gulli,  Kristiansen, and despite of this they found perceived relatedness to influence both students’ extrinsic and intrinsic e-learning motivation.  

Further research is needed to resolve the question about why the need to feel connected and supported by important people not seems to influence teachers extrinsic/intrinsic motivation to use e-learning.

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