Students’ motivation and engagement in higher education: the importance of attitude to online learning

Ferrer, Justine; Ringer, Allison; Saville, Kerrie; Parris, Melissa A.; Kashi, Kia

doi:10.1007/s10734-020-00657-5

Cited by 215 publications

(161 citation statements)

References 58 publications

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“…In particular, these challenges have potentially more serious effects on inexperienced freshmen and their attitude to online learning during the pandemic Students' attitudes towards online learning are closely related to intrinsic motivation to satisfy curiosity and extrinsic motivation to engage with the course material (Kim and Frick 2011). It is suggested that the instructional design of self-directed online learning environments can play an important role in enhancing learners' experiences (Ferrer et al 2020). Given that instructional strategies are key for stimulating student motivation and engagement during online learning, previous studies suggested that online assignments should (1) provide learners with relevant and useful content, (2) incorporate multimedia presentations with hands-on and real-world activities, (3) create collaborative learning opportunities using online communication tools, and (4) match content difficulty with the learners' zone of proximal development (Kim and Frick, 2011;Martin and Bolliger, 2018).…”

Section: Introductionmentioning

confidence: 99%

Assignment Design and its Effects on Japanese College Freshmen’s Motivation in L2 Emergency Online Courses: A Qualitative Study

Ismailov

Ono

2021

Asia-Pacific Edu Res

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Unlike conventional distance learning, the COVID-19-induced emergency online learning environment has resulted in students experiencing prolonged social isolation and anxiety, thereby creating additional barriers to their motivation to learn. Studying under these conditions influences students' motivation to complete and turn in course-related assignments, especially newly enrolled students taking the English reading online courses as second language learners (L2). The aim of this qualitative study is to examine various factors influencing Japanese college freshmen's (n = 80) motivation when completing graded online assignments as part of asynchronous English reading courses held during the COVID-19 pandemic. The post-course survey of students from three separate classes was used to capture a detailed panorama of learner motivation. Results from an inductive content analysis of responses indicated that higher levels of motivation were strongly associated with assignments that facilitated learner autonomy, social interaction, personal interest, and practical utility of the task. Conversely, decreased motivation appears to be strongly associated with assignments reinforcing the perception of high difficulty, personal inefficacy, and cognitive overload. These findings are consistent with studies examining online learners' motivation in the pre-pandemic period. This study found that intrinsic motivation plays an explicit role in enhancing learners' engagement with instructional materials. Researchers recommend that, especially during emergencies such as a pandemic or major crisis, teachers should deliberately and extensively employ strategies to enhance the motivational appeal of instructional materials and assignments. When designing online assignments for freshman courses, special attention must be paid to psychological (autonomy, utility, relevance), cognitive (information overload), social (relatedness, interaction), and environmental (an emergency, uncertainty, isolation) conditions of learning.

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Section: Introductionmentioning

confidence: 99%

Assignment Design and its Effects on Japanese College Freshmen’s Motivation in L2 Emergency Online Courses: A Qualitative Study

Ismailov

Ono

2021

Asia-Pacific Edu Res

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“…Thus, with the current provisional virtual learning model, a student's attitude and motivation could be directly or indirectly affected, especially in online learning environments that were not implemented at the beginning of the school year. Nevertheless, studies, such as [38] (p. 1) show that students' "attitude to online learning was not found to mediate their intrinsic motivation to make accomplish-ments and develop relationships. A negative mediation effect was partially supported by amotivation and engagement".…”

Section: Introductionmentioning

confidence: 99%

Emotional Cognitive Regulation in University Students during Lockdown: A Comparative Analysis of Students from Spanish Universities

2021

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Studies focusing on strategies for the cognitive regulation of emotions are gaining importance due to the development and perpetuation of psychopathologies. The obligatory home confinement imposed in response to the COVID-19 pandemic has led to new virtual learning methodologies. Objective: Our objective aimed to analyze and compare the cognitive emotional regulation of students from universities on the Spanish mainland with that of students attending the Universidad de Las Palmas de Gran Canaria. Methods: An online Emotional Regulation Questionnaire was applied, together with a survey covering the students’ beliefs about the pandemic, including information about their housing conditions and beliefs about online learning. The study included a sample of 1030 university students. Results: On the mainland and at Las Palmas de Gran Canaria, the students most frequently used adaptive strategies. Three of the strategies were used in both groups but to different extents (Acceptance, Positive reappraisal, Putting into perspective), while the other strategies were used in both groups to the same extent (Refocusing on planning, Positive refocusing, Rumination, Blaming others, Catastrophizing, Self-blame). Meanwhile, the results were quite similar regarding the students’ housing conditions and beliefs about the pandemic and online learning.

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“…When the contingency began, the authors of this paper were concerned about the impact that online education could have over the student's performance and the course's adaptation to the new remote format. According to Noteborn et.al (2012) research, emotions impact how students enjoy learning and influence their attitudes towards virtual education, also Ferrer et. al (2020) suggest that a positive attitude is related to student's motivation, intrinsic motivation helps to feel well about learning and engage them to learn in different contexts, and extrinsic motivation drive some engagement to learning activities.…”

Section: Introductionmentioning

confidence: 99%

Design Elements in Flexible Digital Model (Mfd) Courses for Student Engagement in Industrial and Systems Engineering Program

Resendez-Maqueda¹,

Sandoval-Correa²,

Forte-Celaya³

et al. 2021

International Conference on Education

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Crisis caused by COVID-19 forced academics to transform Face-to-face education into digital education. As most of the courses had been never taught this way, professors needed to learn how to interact with students, and teach the academic content within a virtual platform. There was a major concern about how these online synchronous sessions had to be delivered, as well as which elements were critical for knowledge transfer and add value to the Industrial and Systems Engineering (ISE) courses. For having a proper feedback about this format, an instrument was created to evaluate the design course elements, based on theoretical approaches of teaching and learning processes in higher education, particularly on student experiences. The instrument consisted of a survey applied to ISE students from Tecnologico de Monterrey. The analysis considered the nature of the different courses involved in the study, and their categorization as Theoretical, Numerical or Mixed. After applying statistical analysis, some of those elements showed a positive evaluation by students and considering the correlations among them, recommendations for the design of Digital Flexible Model (MFD) courses are made. A positive correlation has been found between active participation of the students, voluntary participation, and the sense of involvement, as well as the ease of interacting that the technological platform provided to the students. Among other results, highlighting the usage of a technological platform is not enough to deliver MFD courses, it is necessary to consider design elements for engaging and motivating students’ participation. It is notorious for the need for a "holistic" transversal approach that complements the design of the successful interaction experience of students in the MFD. Keywords: Digital Education, MFD (Digital Flexible Model), Education in pandemic, Educational Innovation, Higher Education, Students engagement.

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Students’ motivation and engagement in higher education: the importance of attitude to online learning

Cited by 215 publications

References 58 publications

Assignment Design and its Effects on Japanese College Freshmen’s Motivation in L2 Emergency Online Courses: A Qualitative Study

Assignment Design and its Effects on Japanese College Freshmen’s Motivation in L2 Emergency Online Courses: A Qualitative Study

Emotional Cognitive Regulation in University Students during Lockdown: A Comparative Analysis of Students from Spanish Universities

Design Elements in Flexible Digital Model (Mfd) Courses for Student Engagement in Industrial and Systems Engineering Program

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