Influences on the Orientations to Learning of Distance Education Students in Australia

Lyall, Robert; McNamara, Suzanne

doi:10.1080/713688396

Cited by 21 publications

(20 citation statements)

References 16 publications

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“…Lyall and McNamara [31] reported that maintaining a high level of motivation was necessary to complete a DL course and reiterated that studying via DL was more challenging than studying on-campus. In addition, participants with family commitments were more certain of their goals and more highly motivated than those without.…”

Section: (5) Consumer Issuesmentioning

confidence: 99%

Distance Learning in Undergraduate Education: Methods, Opportunities, and Challenges for Institutions and Educators

Maclean¹,

McShane²,

Etchason³

2001

Med Princ Pract

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The term ‘distance learning’ represents a variety of educational models that have in common the physical separation of the educator and some or all of the students. Students can be reached through any combination of media: closed-circuit television, video and audio conferencing via telephone lines, and multimedia interaction via the internet. In the past decade, the expansion of distance learning has mirrored the rapid technological advances in the late 20th century that have resulted in a proliferation of educational programs available from an ever-growing number of institutions. This paper reviews the origins and current status of distance learning as an educational medium (including examples of excellent distance learning programs), describes the educational models underpinning distance learning, and discusses the opportunities and challenges for institutions and educators in developing distance learning-based curricula. The research method used was that of a modified systematic literature review. The findings of the literature review show an overwhelming number of distance learning programs now available through a multitude of delivery mechanisms, especially the internet. With regard to the educational models for distance learning, three considerations influence the eventual choice: structure, process, and outcome. To ensure excellence in distance learning, six issues must be addressed: administration, financial resources, human resources, marketing, consumer issues, and the method of assessing distance learning programs. Changing social, professional, and lifestyle dynamics, as well as the rapid evolution of the educational principles of distance learning and the technology available, ensure that demand for lifelong learning will be significant. To respond to this demand, universities and other centers of higher education must recognize and meet the needs of learners who are quite different from the traditional student of the past. This paper presents an overview of the main issues facing institutions and educators who are considering distance learning as a part of their educational programs.

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Section: (5) Consumer Issuesmentioning

confidence: 99%

Distance Learning in Undergraduate Education: Methods, Opportunities, and Challenges for Institutions and Educators

Maclean¹,

McShane²,

Etchason³

2001

Med Princ Pract

View full text Add to dashboard Cite

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“…Distance learners holding these goals will hold positive attitudes towards learning and be willing to expend effort and use adaptive strategies. Work-related goals focus distance learners on how their learning promotes career advancement and the development of work-related knowledge (Dearnley & Matthew, 2000;Lyall & McNamara, 2000). These goals heighten distance 236 learners' concerns with the products of learning in relation to important career considerations.…”

Section: The Current Studymentioning

confidence: 99%

“…The extant literature on distance education shows that distance learners often learn with goals focusing on personal development, career advancement and different social considerations (e.g. Cochrane, 2000;Dearnley & Matthew, 2000;Cannon, Umble, Steckler & Shay, 2001;Lyall & McNamara, 2000;Miller & Smith, 1998;von Prummer, 1990;Wilson & Bagley, 1999).…”

Section: The Current Studymentioning

confidence: 99%

“…Several empirical studies (e.g. Dearnley & Matthew, 2000;Lyall & McNamara, 2000;Richardson, 2007;Sankaran & Bui, 2001) have confirmed the critical role of motivation for distance learners who often need to juggle various work and family commitments simultaneously while completing their studies. In a recent discussion, Simpson (2008) argued that it is important to incorporate motivation as an essential component for the provision of learner support within a distance learning system.…”

Section: Introductionmentioning

confidence: 99%

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The Role of Self-Efficacy, Control Beliefs and Achievement Goals on Learning Among Distance Learners

Ng¹

2012

International Perspectives of Distance Learning in Higher Education

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“…Distance learners often have other learning goals that focus on career advancement and different social considerations (e.g. Cochrane, 2000;Dearnley & Matthew, 2000;Cannon, Umble, Steckler, & Shay, 2001;Lyall & McNamara, 2000;Miller & Smith, 1998;von Prummer, 1990;Wilson & Bagley, 1999). Adopting a multiple goal perspective, Ng (2008) argued that different goals would provide different forms of motivational support that help distance learners maintain their focus and cope with the demands of prolonged period of learning while juggling work and family commitments simultaneously (cf.…”

Section: The Current Studymentioning

confidence: 99%

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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Influences on the Orientations to Learning of Distance Education Students in Australia

Cited by 21 publications

References 16 publications

Distance Learning in Undergraduate Education: Methods, Opportunities, and Challenges for Institutions and Educators

Distance Learning in Undergraduate Education: Methods, Opportunities, and Challenges for Institutions and Educators

The Role of Self-Efficacy, Control Beliefs and Achievement Goals on Learning Among Distance Learners

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

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