Promoting Academic Motivation and Self-Regulation: Practical Guidelines for Online Instructors

doi:10.1007/s11528-008-0153-x

Cited by 69 publications

(24 citation statements)

References 54 publications

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“…Task value is also positively related to the use of SRL strategies (Hsu, 1997). These findings provide instructors and instructional designers with new insights on how to design online courses to support learners' self-regulation in terms of motivation and SRL strategies (e.g., Artino, 2008). Several MOOC design principles or guidelines have been suggested as ways to support MOOC learners' SRL (e.g., Milligan & Griffin, 2016;Nawrot & Doucet, 2014).…”

Section: Introductionmentioning

confidence: 86%

The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses

Lee

Watson

2020

IRRODL

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This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson’s correlation analysis show a positive correlation between self-efficacy and the use of self-regulated learning strategies, as well as a positive correlation between task value and the use of self-regulated learning strategies. The results of hierarchical multiple regression analysis show that self-efficacy and task value are significant predictors of the use of self-regulated learning strategies. There was a statistically significant difference in the use of self-regulated learning strategies between learners who possessed high self-efficacy and those who possessed low self-efficacy. In addition, learners who had high task value showed statistically significant higher average self-regulated learning scores than those who had low task value. Implications and future research directions are discussed based on the findings.

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Section: Introductionmentioning

confidence: 86%

The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses

Lee

Watson

2020

IRRODL

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“…In addition, designing activities to promote SRL as well as aspects of technology such as lecture videos and automated-assessment could be a possible factor that MOOC designers or instructors could consider when designing MOOCs. While research on designing regular online courses has mainly focused on the integration of Web-based social media technologies with course design (e.g., Fisher & Baird, 2005) or practical guidelines for instructors (Artino, 2008), specific design guidelines or templates have been proposed in selected studies. Findings identified in this review provide new insights on how to design MOOCs to support the SRL of a broad range of MOOC learners.…”

Section: Mooc Designmentioning

confidence: 99%

“…SRL has been identified as one of the vital factors positively affecting students' success in traditional online learning environments (Cho & Shen, 2013;Dabbagh & Kitsantas, 2005). In addition, how to support online learners' SRL has been widely examined (e.g., Artino, 2008;Fisher & Baird, 2005). Considering commonalities and differences between traditional online courses and MOOCs, there is a need for more empirical investigation of SRL in MOOCs.…”

Section: Introductionmentioning

confidence: 99%

Systematic literature review on self-regulated learning in massive open online courses

Lee

Watson

2019

AJET

137

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Despite arguments about the importance of self-regulated learning (SRL) in massive open online courses (MOOCs) (Terras & Ramsay, 2015), understanding of the topic is limited. This study offers a systematic review of empirical research on SRL in MOOCs. It revealed that the body of literature on SRL in MOOCs has grown from 2014 to 2016. The content analysis findings show that SRL was a factor positively influencing learning in MOOCs. SRL strategies were identified, including motivational regulation strategies, specifically self-efficacy, task value, and goal setting. Particular cognitive regulation strategies were not identified, and goal setting was found as a metacognitive regulation strategy. Regarding behavioural and contextual regulation strategies, help seeking, time management, and effort regulation were identified. In addition, several MOOC designs and SRL interventions that consider unique characteristics of MOOCs were proposed to promote SRL. Implications of these findings and future research are discussed. IntroductionA massive open online course (MOOC) generally refers to "a model for delivering learning content online to virtually any person-with no limit on attendance-who wants to take the course" (Educause Learning Initiative, 2011, ¶ 4). MOOCs have changed traditional online learning by putting hundreds of thousands of learners from different geographical locations into an online space where they study at their preferred pace and according to their own learning style (Johnson, Becker, Estrada, & Freeman, 2014). Traditional online courses and MOOCs are distinguished by the fact that MOOCs are open to all applicants with freely accessible information and resources and do not typically require registration fees except for those learners seeking more formal certifications (Schulze, 2014). There is also a difference in goals and structures between regular online courses and MOOCs (Perna et al., 2014).In MOOCs, "learners are expected to be autonomous and manage their own learning by making their own social and conceptual connections to suit their own needs" (Tschofen & Mackness, 2012, p. 126). Glance, Forsey, and Riley (2013) and Barnes (2013) explained that most MOOCs usually include short lecture videos with embedded questions, auto-graded quizzes, peer reviewing or assessment, and online discussion forums. As MOOCs place "control of learning at the discretion of the learner" (Terras & Ramsay, 2015, p. 1), it is essential to understand the learner behaviours required for autonomous learning in MOOCs (Terras & Ramsay, 2015). While little has been discovered about learner behaviours in MOOCs, self-regulated learning (SRL) has recently gotten attention as a crucial factor related to learner behaviours in MOOCs (deWaard, 2011;Terras & Ramsay, 2015). SRL has been identified as one of the vital factors positively affecting students' success in traditional online learning environments (Cho & Shen, 2013;Dabbagh & Kitsantas, 2005). In addition, how to support online learners' SRL has been widely examined (e...

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“…To decrease their dependence on me and to help empower their problem-solving capabilities, I started directing students to seek answers on their own. My scaffolding-type action (Artino 2008) aligned with McKimm and Forrest's (2010) assertion that spotting the potential for drama triangle interactions could help people avoid engaging in them. By avoiding the role of the rescuer, I was able to make effective use of teaching presence by being available, encouraging, and empowering, rather than being perceived as a "fixer.…”

Section: Rescuermentioning

confidence: 70%

Managing Online Discussion Forums: Building Community by Avoiding the Drama Triangle

Gerlock

McBride

2013

College Teaching

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Promoting Academic Motivation and Self-Regulation: Practical Guidelines for Online Instructors

Cited by 69 publications

References 54 publications

The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses

The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses

Systematic literature review on self-regulated learning in massive open online courses

Managing Online Discussion Forums: Building Community by Avoiding the Drama Triangle

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