Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online

Artino, Anthony R.; Stephens, J. W. W.

doi:10.1016/j.iheduc.2009.02.001

Cited by 302 publications

(229 citation statements)

References 21 publications

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“…Several researchers have indicated the presence and importance of self-regulated learning in online learning environments (Barnard, Lan, To, Paton, & Lai, 2009;Nicol, 2009;Paraskeva, Mysirlaki, & Choustoulakis, 2009). Research studies (Artino, 2008;Artino & Stephens, 2009;Barnard-Brak, Paton, & Lan, 2010;Hodges & Kim, 2010;Matuga, 2009;Shea & Bidjerano, 2010) have shown that online learning is highly student-centered, where they have to assume more responsibilities and autonomy, especially in asynchronous learning environments. For example, the more self-regulatory skills students possess, the more likely they are to be successful in online learning environments (Shea & Bidjerano, 2010).…”

Section: Self-regulated Learning and Online Educationmentioning

confidence: 99%

Relationships Between Minority Students Online Learning Experiences and Academic Performance

Kumi–Yeboah

Smith

2016

OLJ

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The study investigated the relationship between minority students' use of technology, social media, the number of online courses, program of study, satisfaction, and academic performance. Participants in the study were a diverse student body regarding age, gender, and educational level, and functioned at both undergraduate and graduate levels. Analysis of variance (ANOVA) and Chi-square tests were used to find the relationship between participants' online learning experiences and academic performance. Results showed that satisfaction and use of social media had no relationship with the academic performance of participants. However, a relationship existed between the use of technology, the number of courses in online, program of study, and academic performance. Categories that emerged from the open-ended questions were flexibility and time convenience, self-confidence, lack of support, self-regulated learning skills, and language and linguistic differences. The authors concluded that varying factors such as cultural, language, personal, and efficacy skills facilitated the academic performance of minority students in an online learning environment. This study reiterates the importance of establishing multicultural presence in an online course and suggests best pedagogical methods for teaching minority students in an online course.

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Section: Self-regulated Learning and Online Educationmentioning

confidence: 99%

Relationships Between Minority Students Online Learning Experiences and Academic Performance

Kumi–Yeboah

Smith

2016

OLJ

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“…3 Instinctively, differences in abilities, especially pertaining to critical reasoning and confidence, can be seen between undergraduate and graduate students, as maturity may be a factor in success on the examination. Student age has been linked to greater use of critical-thinking strategies, 22 which may explain why some of our participants and others promote the transition to a PM model due to student maturity. On average, students enrolled in the PM model are almost 25 years old, 20 which supports the notion of chronological age and retention, commitment, and maturity.…”

Section: Advantages Of and Support For The Transition To A Pm Modelmentioning

confidence: 97%

Multistakeholder Perspectives on the Transition to a Graduate-Level Athletic Training Educational Model

Mazerolle

Bowman

Pitney

2015

Journal of Athletic Training

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Context:The decision has been made to move away from the traditional bachelor's degree professional program to a master's degree professional program. Little is known about the perceptions about this transition from those involved with education.Objective: To examine multiple stakeholders' perspectives within athletic training education on the effect that a change to graduate-level education could have on the profession and the educational and professional development of the athletic trainer.Design: Qualitative study. Setting: Web-based survey. Patients or Other Participants: A total of 18 athletic training students (6 men, 12 women; age ¼ 24 6 5 years), 17 athletic training faculty (6 men, 9 women, 2 unspecified; 7 program directors, 5 faculty members, 3 clinical coordinators, 2 unidentified; age ¼ 45 6 8 years), and 15 preceptors (7 men, 7 women, 1 unspecified; age ¼ 34 6 7 years) completed the study.Data Collection and Analysis: Participants completed a structured Web-based questionnaire. Each cohort responded to questions matching their roles within an athletic training program. Data were analyzed following a general inductive process. Member checks, multiple-analyst triangulation, and peer review established credibility.Results: Thirty-one (62%) participants supported the transition, 14 (28%) were opposed, and 5 (10%) were neutral or undecided. Advantages of and support for transitioning and disadvantages of and against transitioning emerged. The first higher-order theme, advantages, revealed 4 benefits: (1) alignment of athletic training with other health care professions, (2) advanced coursework and curriculum delivery, (3) improved student and professional retention, and (4) student maturity. The second higher-order theme, disadvantages, was defined by 3 factors: (1) limited time for autonomous practice, (2) financial concerns, and (3) lack of evidence for the transition.Conclusions: Athletic training students, faculty, and preceptors demonstrated moderate support for a transition to the graduate-level model. Factors supporting the move were comparable with those detailed in a recent document on professional education in athletic training presented to the National Athletic Trainers' Association Board of Directors. The concerns about and reasons against a move have been discussed by those in the profession.

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“…Compared to traditional learning, online learning has higher levels of autonomy, which requires learners to have a higher level of self-regulation (Cho et al, 2017;Artino & Stephens, 2009). The study of Bernard et al (2004) showed that self-efficacy is closely related to self-regulation ability.…”

Section: Online Learning Self-efficacymentioning

confidence: 99%

The Effects of Self-Efficacy on Learners’ Perceptions of Cognitive Presence in Online Collaborative Learning Activities

Wang

Shan

2018

pijss

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Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online

Cited by 302 publications

References 21 publications

Relationships Between Minority Students Online Learning Experiences and Academic Performance

Relationships Between Minority Students Online Learning Experiences and Academic Performance

Multistakeholder Perspectives on the Transition to a Graduate-Level Athletic Training Educational Model

The Effects of Self-Efficacy on Learners’ Perceptions of Cognitive Presence in Online Collaborative Learning Activities

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