In the age of life-long learning and increased competition for time, motivation becomes a salient issue. Students need to be more intrinsically motivated in the absence of more formal structure. This is especially true in online learning environments where direct instructor influence is mitigated. Online learning environments typically embrace many choices in ways in which learning material is presented and interaction with students is supported in both individual and collaborative contexts. As such, it is imperative that we better understand the implications of various learning activities and associated technologies on aspects of intrinsic motivation in e-learning. In this paper we examine these effects through qualitative analysis of semi-structured interviews with students in an online MBA program. Results encourage use of a pedagogically driven portfolio of learning activities supported by well-selected and integrated audio, video, and data technologies. Extension to use of mobile devices in ubiquitous e-learning contexts is explored.
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