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Eppler, Marion A.; Harju, Beverly

doi:10.1023/a:1024944429347

Cited by 95 publications

(39 citation statements)

References 17 publications

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“…• Number of working hours/week was measured as more working hours could lead to less study-time and consequently less study progress (Eppler & Harju, 1997). However, research has also found that workers with fewer than 20 work hours/week perform more poorly than their counterparts working more (Taplin & Jegede, 2001).…”

Section: Online Appendixmentioning

confidence: 99%

Chronotype, sleep quality and sleep duration in adult distance education: Not related to study progress

Gijselaers

Kirschner

Groot

2015

Learning and Individual Differences

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Research in traditional education shows chronotype, sleep duration and sleep quality to be related to learning performance. Research in adult students participating in distance education (DE) is scarce. This study aims to provide knowledge on these relationships in this educational setting. In an observational longitudinal study, chronotype, sleep duration (i.e., for work and free days separately) and sleep quality of 894 students were analyzed in a multiple regression analyses. Students provided information on sleep-related measures and important covariates at the start of their study and study progress was evaluated after 14 months (i.e., the number of successfully completed modules). In line with previous research, chronotype did not predict study progress. Further, sleep duration did not predict study progress, neither as a linear nor as a polynomial term.Third, sleep quality did not predict study progress. Concluding, these results are in line with previous research that DE provides a solution to the asynchrony problem. Findings regarding sleep duration and sleep quality are new and unexpected, asking for attention and further research. Despite the study's observational nature, findings suggest that students participating in DE may benefit from this type of education as the asynchrony problem appears not to apply here, as students can choose their own study schedule.

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Section: Online Appendixmentioning

confidence: 99%

Chronotype, sleep quality and sleep duration in adult distance education: Not related to study progress

Gijselaers

Kirschner

Groot

2015

Learning and Individual Differences

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“…This student group is often populated by mature learners who often have multiple roles derived from familial and employment responsibilities (Eppler & Harju, 1997;Sachs, 2001). As a result, learning in a part-time mode and using a prolonged study period to complete a degree programme are common characteristics among distance learners.…”

Section: The Current Studymentioning

confidence: 99%

“…In the distance learning literature, distance learners are generally described as learning-oriented. To learn for knowledge and personal development are often distance learners' main motivational foci when embarking on distance learning (Eppler & Harju, 1997;Ng, 2006). In addition, Eppler and Harju (1997) specifically found that adult learners, compared to young students, endorsed the use of mastery goals over performance goals.…”

Section: The Current Studymentioning

confidence: 99%

“…To learn for knowledge and personal development are often distance learners' main motivational foci when embarking on distance learning (Eppler & Harju, 1997;Ng, 2006). In addition, Eppler and Harju (1997) specifically found that adult learners, compared to young students, endorsed the use of mastery goals over performance goals. Sachs (2001) found that mastery goals predicted adult learners' enjoyment in completing course assignments but not their graded performance.…”

Section: The Current Studymentioning

confidence: 99%

“…While accumulated evidence is supportive of the importance of performance-approach goals to adult learners, some studies found contradictory evidence discrediting this (e.g. Eppler & Harju, 1997). Sachs (2001) even argued that performance goals are not relevant to adult learners because they have already demonstrated their academic abilities through their degree qualifications.…”

Section: The Current Studymentioning

confidence: 99%

See 2 more Smart Citations

Learners’ goal profiles and their learning patterns over an academic year

2015

IRRODL

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The present study aimed to examine distance learners' goal profiles and their contrasting patterns of learning and achievements at three different points during an academic year, i.e. in the beginning of the course in relation to learners' general orientations to learning, at the middle of the course in relation to learners' completion of an assignment, and towards the end of the course in relation to learners' preparation for course examination. Two hundred seventy-six adult distance learners completed three survey questionnaires that assessed their motivation and learning at these three learning points. Using person-centred analytical procedures, this study located four groups of learners based on different combinations of mastery and performanceapproach goals. MANOVA results have shown that multiple-goal learners (High mastery/High performance, HH) who held strong mastery and performance-approach goals used more deep and regulatory strategies and showed a higher level of learning interest across three waves of surveys than did those focusing solely on mastery (HL) or performance-approach goals (LH).However, the multiple-goal learners did not have better achievement levels compared to those focusing solely on mastery goals (HL). Given that multiple goal learners learnt with a more engaged pattern, it is less likely that these motivated learners will drop out of distance learning courses and programs. Future studies should explore how these goals can be promoted simultaneously in distance learning.

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Achievement goal orientations and self-regulated learning strategies of adult and traditional learners

Lin

Wang

2018

New Horizons in Adult Education and Human Resource Development

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Previous studies indicated there was a difference in goal orientations and learning strategies between adult and traditional learners. However, limited studies investigated the relationship between achievement goal orientations (AGO) and self‐regulated learning (SRL) between adult and traditional learners. Hence, the current study examined the different levels in AGO and SRL between adult and traditional learners, and the relationship between student status, AGO, and SRL. A total number of 469 students participated in the study, including 228 traditional learners and 240 adult learners. Results indicated that adult learners had higher levels of mastery‐approach goal orientation, while traditional students had higher levels of performance‐avoidance goal orientation. Additionally, mastery approach goal orientation is usually positively linked with both adult and traditional learners’ self‐regulated learning strategies, whereas performance avoidance goal orientation is negatively linked with metacognitive self‐regulation and effort regulation strategies.

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Untitled

Cited by 95 publications

References 17 publications

Chronotype, sleep quality and sleep duration in adult distance education: Not related to study progress

Chronotype, sleep quality and sleep duration in adult distance education: Not related to study progress

Learners’ goal profiles and their learning patterns over an academic year

Achievement goal orientations and self-regulated learning strategies of adult and traditional learners

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