Transforming the Online Learning Experience

2021 ◽  
pp. 009862832110489
Author(s):  
Nancy J. Hamilton ◽  
Benjamin C. Heddy ◽  
Jacqueline A. Goldman ◽  
John B. Chancey
Keyword(s):  
Online Learning ◽  
Test Anxiety ◽  
Self Efficacy ◽  
Intrinsic Value ◽  
Self Regulation ◽  
Cognitive Strategy ◽  
Virtual Learning ◽  
Strategy Use ◽  
Virtual Learning Environment ◽  
Personal Relevance

Background College instruction has experienced a significant movement toward increased online learning course options. Without appropriate supports, students in virtual learning environments often face greater challenges with self-regulation, motivation, and recognizing the personal relevance of course content. Objective The current study focuses on the prevalence of personal relevance and its associated impact on cognitive and motivational variables including achievement emotion, intrinsic value, self-efficacy, test anxiety, cognitive strategy use, self-regulation, and metacognition in a virtual learning environment. Method Students in two online graduate level human development courses completed a series of questionnaires ( N = 73) for course credit. Results Results show the high transformative experience (TE) group reported significantly higher positive emotions, interest, intrinsic value, self-efficacy, cognitive strategy use, test anxiety, and self-regulation, giving them more cognitive and motivational benefits than those who experienced low levels. They also show no relationship between TE and course grade. Conclusion Future research in this area may benefit from focus on ways to intentionally increase TEs from online contexts to real-life contexts. Teaching Implications Such research would allow instructors intentionality in pedagogical endeavors while allowing students to integrate course information into their daily lives.

scholarly journals Analisis Kemandirian Belajar Mahasiswa Sistem Informasi Pada Mata Kuliah Statistika Inferensial

2021 ◽  
Vol 6 (1) ◽  
pp. 992-1001
Author(s):  
Nur Hidayanti ◽  
Tifani Intan Solihati ◽  
Raden Kania
Keyword(s):  
Test Anxiety ◽  
Self Efficacy ◽  
Self Regulation ◽  
Intrinsic Factor ◽  
Cognitive Strategy ◽  
Strategy Use

Pembelajaran statistik inferensial sangat penting untuk mahasiswa program studi Sistem Informasi pada Fakultas Ilmu Komputer di Universitas Banten Jaya. Tujuan dari penelitian ini adalah untuk mengetahui seberapa besar kepercayaan diri mahasiswa dalam belajar statistik inferensial, dan juga seberapa besar motivasi yang dimiliki mahasiswa tersebut. Karena mata kuliah statistik inferensial merupakan mata kuliah yang di anggap sulit dan tidak bisa di aplikasikan dalam kehidupan sehari-hari Sampel pada penelitian ini adalah 86 peserta kelas statistik pada program studi Sistem Infomasi di Universitas Banten Jaya. Penelitian ini menggunakan metode deskriptif kuantitatif, juga menggunakan instrument yang digunakan untuk mengukur strategi motivasi belajar adalah instrument baku MSLQ (Motivated Strategies for Learning Questionaire). Faktor-faktor dari motivasi dan pembelajaran regulasi diri adalah: Self Efficacy, Intrinsic Factor, Test Anxiety, Cognitive Strategy Use, Self-Regulation. Pada mean atau rerata dari hasil output SPSS versi 23 adalah menunjukkan bahwa Self-Efficacy, Intrinsic Factor, Cognitive Strategy Use, dan Self-Regulation dengan hasil yang baik, serta pada Test Anxiety menghasilkan nilai yang cukup baik.

scholarly journals The Interconnection of Motivation and Self Regulated Learning Among University Level EFL Students

2019 ◽  
Vol 12 (4) ◽  
pp. 105 ◽  
Author(s):  
Irfan Tosuncuoglu
Keyword(s):  
Higher Education ◽  
Goal Orientation ◽  
Test Anxiety ◽  
Self Efficacy ◽  
English Language ◽  
Intrinsic Value ◽  
Self Regulation ◽  
Cognitive Strategy ◽  
Self Regulated Learning ◽  
Regulated Learning

The main aim of this research is to investigate learners in higher education in a Turkish context, in terms of motivational components such as goal orientation, self efficacy, intrinsic value, test anxiety and self-regulated learning components such as cognitive strategy usage and self regulation. The study was carried out with 233 students in higher education enrolled in the English Language and Literature department. Descriptive, variance and correlation analyses were carried out to answer the research questions. The results showed that the participants were reported to have satisfactory level of goal orientation, self efficacy, intrinsic value, test anxiety, cognitive strategy usage and self regulation. ANOVA results indicated that there were statistically significant differences between the three types of students, regular (daytime), evening, and distance education, with regard to goal orientation and self-efficacy. Furthermore, correlation analysis suggested that there was a moderate level of correlation between self-regulation and cognitive strategy usage. This research on the whole, infers that self-regulated learning means empowering the student to take charge of their motivation and educational pathway, and that while doing so, teachers should keep in mind that the classroom remains a formal environment that still requires self-efficacy and self-regulation and these are all interrelated.

scholarly journals Validation of the Mathematics Motivation Questionnaire (MMQ) for secondary school students

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Logan Fiorella ◽  
So Yoon Yoon ◽  
Kinnari Atit ◽  
Jason R. Power ◽  
Grace Panther ◽  
...  
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
Test Anxiety ◽  
Secondary Students ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Intrinsic Value ◽  
Self Regulation ◽  
School Students ◽  
Mathematics Motivation

Abstract Background Motivation is critical for supporting persistence and achievement in science, technology, engineering, and mathematics (STEM) disciplines. In this study, we focus on the assessment of mathematics motivation among secondary school students. We provide validity and reliability evidence for the Mathematics Motivation Questionnaire (MMQ)—adapted from the Science Motivation Questionnaire designed for college students—using data from 2551 secondary students from seven states across the United States. Results Exploratory and confirmatory factor analyses confirmed five latent factors of the MMQ indicated by 19 items: intrinsic value, self-regulation, self-efficacy, utility value, and test anxiety. The nonlinear SEM reliability coefficients of the five constructs ranged from 0.76 to 0.91. To assess criterion validity, analyses using a subset of the data that included students’ mathematics standardized scores (n = 536) indicated that intrinsic value, self-regulation, and self-efficacy were significantly positively correlated with mathematics achievement, whereas test anxiety was significantly negatively correlated with mathematics achievement. Conclusions The MMQ provides a reliable, valid, and feasible measure of the specific factors underlying mathematics motivation among secondary students.

scholarly journals Structural Relationships of Factors Which Impact on Learner Achievement in Online Learning Environment

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Tami Im ◽  
Minseok Kang
Keyword(s):  
Online Learning ◽  
Goal Orientation ◽  
Test Anxiety ◽  
Self Efficacy ◽  
Self Regulation ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Learning Achievement ◽  
Learning Satisfaction ◽  
Structural Relationships

The purpose of this study is to identify relationships of learners’ achievement goal orientation, self-regulation, test-anxiety, self-efficacy, participation, satisfaction, and achievement in online learning environments in Korea. A total of 1,832 student responses from a Korean cyber university were used to find structural relationships of factors. Causal relationships among various variables are provided as results of this study. Achievement goal orientation –approach, self-regulated learning, test-anxiety, and self-efficacy, were positively related to participation; however, achievement goal orientation-avoidance was negatively related to participation. Test-anxiety was directly related to learning achievement and it was found that participation affected learning satisfaction and learning achievement. It was also revealed that learning satisfaction was related to learning achievement. Results of this study suggest that a comprehensive management of learners’ psychological variables, such as achievement goal orientation, self-regulation, test-anxiety, self-efficacy for designing, and managing online learning environments is important to online learning organizations, instructors, and administrators for better learner support.

scholarly journals ANALISIS TERHADAP KEMANDIRIAN MAHASISWA DALAM BELAJAR STATISTIKA

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Louise M. Saija
Keyword(s):  
Self Efficacy ◽  
Self Regulation ◽  
Cognitive Strategy ◽  
Strategy Use

Penelitian ini bertujuan untuk mengetahui bagaimana motivasi dan pembelajaranregulasi diri dan faktor manakah yang paling dominan pada motivasi dan strategi regulasi dirimahasiswa dalam belajar statistika. Sampel pada penelitian ini adalah 202 mahasiswa pesertakelas statistika pada program studi manajemen dan akuntansi di Universitas Advent Indonesia.Instrumen yang digunakan untuk mengukur strategi motivasi belajar adalah instrumen bakuMSLQ (Motivated Strategies for Learning Questionaire) dari Pintrich dan DeGroot. Faktorfaktordari motivasi dan pembelajaran regulasi diri adalah: Self Efficacy, Intrisic Factor, TestAnxiety, Cognitive Strategy Use, Self Regulation. Metode penelitian yang digunakan adalahmetode kuantitatif dengan analisa deskriptif dan analisa faktor. Hasil penelitian menunjukkanbahwa secara rerata, mahasiswa fakultas ekonomi di Universitas Advent Indonesia memilikiSelf-Efficacy, Intrisic Value, Cognitive Strategy Use dan Self-Regulation yang baik, serta TestAnxiety yang cukup baik. Selanjutnya ditemukan bahwa faktor Cognitive strategy use palingdominan dalam motivasi dan strategi regulasi diri mahasiswa fakultas ekonomi UniversitasAdvent Indonesia dalam belajar statistika.

scholarly journals Self-Regulation using Moodle Virtual Learning Environment (VLE) in Solar System Practice

2021 ◽  
Vol 1779 (1) ◽  
pp. 012072
Author(s):  
BR Rosyadi ◽  
Khoirun Nisa ◽  
Irfan Afandi ◽  
Fathor Rozi ◽  
Ahmad Fawaid ◽  
...  
Keyword(s):  
Solar System ◽  
Learning Environment ◽  
Self Regulation ◽  
Virtual Learning ◽  
Virtual Learning Environment

scholarly journals The Relation Between Cognitively Measured Executive Functions and Reported Self-Regulated Learning Strategy Use in Adult Online Distance Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Celeste Meijs ◽  
Hieronymus J. M. Gijselaers ◽  
Kate M. Xu ◽  
Paul A. Kirschner ◽  
Renate H. M. De Groot
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Processing Speed ◽  
Self Regulation ◽  
Cognitive Strategy ◽  
Strategy Use ◽  
Cognitive Tests ◽  
Online Distance Education ◽  
Self Regulated Learning ◽  
Online Distance

While executive functions (EFs) and self-regulated learning (SRL) strategy use have been found to be related in several populations, this relationship has not been studied in adult online distance education (ODE). This is surprising as self-regulation, and thus using such strategies, is very important here. In this setting, we studied the relation between basic executive functions (i.e., working memory and shifting, measured with cognitive tests) and reported SRL-strategy use (i.e., management of time and effort, complex and simple cognitive strategy use, contacts with others, and academic thinking) within a correlational design with 889 adult online distance students. In this study, we performed regression analyses and took age and processing speed into consideration, as processing speed and EFs decrease with age, whereas self-regulation is reported to increase with age. Cognitively measured working memory was not related to reported SRL-strategy use in adult ODE students. Thus, even though the SRL-components within the strategies seem to elicit working memory, reported SRL-strategy use is not related to the functioning of this basic EF (measured with cognitive tests). This means that if SRL-strategy use needs to be increased in adult ODE students, training of working memory might not be an effective manner for achieving that goal. Better shifting and processing speed were related to less reported SRL-strategy use, which might suggest that SRL-strategies might be used to compensate for lower shifting (in academic thinking) and lower processing speed (in simple cognitive strategy use and contacts with others). With increasing age, the number of contacts with peers or teachers decreases. This latter finding might be of relevance during the pandemic since contacts with others is importance during lockdown.

First-Year Students' Experience With Virtual Learning Environment

2021 ◽  
pp. 366-397
Author(s):  
Abdulbaqi Badru ◽  
Nurudeen Ajayi
Keyword(s):  
Learning Environment ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
First Year Students ◽  
Adoption Of Technology

The integration of ICT in the education system has led to the continuous development and adoption of technology-enhanced learning (TEL) platforms such as the virtual learning environment (VLE) to facilitate and activate TEL practices in higher education institutions. The use of VLE such as MOODLE and Blackboard is proliferating; however, the experience of users in determining the relevance of VLE in enhancing teaching and learning has been identified to be an important factor in the successful use of VLEs. This chapter employed a quantitative method to examine students' experience in using VLE at the University of KwaZulu-Natal. The chapter also presents the result of the investigation into the influence of students' computer self-efficacy on their perceived ease of use, usefulness, and attitudes towards the use of VLE. The results of this study show that students believe that VLE enhances their learning. Furthermore, the results show that self-efficacy has a weak influence on students' perceived ease of use, perceived usefulness, and attitudes towards the use of VLE.

Pandemonium, panic and the pandemic: implications for human resource development from an unplanned shift to online learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Petra A. Robinson ◽  
Maja Stojanović ◽  
Zachary Z. Robinson ◽  
Renata Russo Lyons
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Human Resource Development ◽  
Human Resource ◽  
Teaching And Learning ◽  
Resource Development ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Multiple Perspectives ◽  
Content Type

Purpose This paper aims to explore the experiences of a high school senior, a doctoral student, a university professor and an online academic coach with a rapid, unplanned shift to online learning in the USA during the COVID-19 pandemic to understand the challenges and distinct skills they identify as essential for success in a 100% virtual learning environment. Design/methodology/approach Through scholarly personal narratives (SPNs), the researchers shared details and authentic knowledge regarding their experiences and perceptions of successful teaching and learning in a 100% online learning environment. Findings The main goal was to identify necessary skills for success in a 100% virtual learning environment resulting from an unplanned shift. The findings show a need for learner and teacher self-directedness in developing a variety of nontraditional, critical literacies. Originality/value In light of the imposed and unplanned educational shifts in teaching and learning, this study has strong practical implications for human resource development offered through an analysis of multiple perspectives. This research may lead to a better understanding of how, in a period of rapid, unexpected shifts, individuals need to use self-directedness to leverage personal and professional development opportunities to adapt and succeed in the new environment. Additionally, the authors use an innovative critical theoretical framework to outline the skills the participants report as useful for success in an online classroom during a period of rapid, unexpected shifting.

scholarly journals Exploring L2 Listening Instruction, Self-Efficacy, and Strategy Use: A Mediation Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Jian Xu ◽  
Jason Fan ◽  
Kaizhou Luo
Keyword(s):  
Self Efficacy ◽  
Structural Equation ◽  
Self Regulation ◽  
Strategy Use ◽  
Equation Modeling ◽  
Mediating Role ◽  
Listening Instruction ◽  
Based Instruction ◽  
L2 Listening

This study aims to investigate different types of English listening instruction, listening self-efficacy, and listening strategy use, particularly the mediating role of self-efficacy between listening instruction and strategy use. We first examined the types of L2 instruction being employed in English as a Foreign Language (EFL) listening classrooms and then we looked into the relationships between L2 listening instruction, listening self-efficacy, and listening strategy use. The results of exploratory factor analysis demonstrated four types of English listening instruction: process-based instruction, comprehension-based instruction, self-regulation-based instruction, and strategy-based instruction. The results of structural equation modeling showed that listening self-efficacy mediated the relationship between strategy-based instruction and listening strategy use, and self-regulation-based instruction and listening strategy use. This study has implications for understanding the effectiveness of different listening teaching practices in enhancing self-efficacy and strategy use.

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