Going the Distance: Online Course Performance and Motivation of Distance Learning Students

Autor/inn/en	Hobson, Tiffaney D.; Puruhito, Krista K.
Titel	Going the Distance: Online Course Performance and Motivation of Distance Learning Students
Quelle	In: Online Learning, 22 (2018) 4, S.129-140 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	Student Motivation; Learning Motivation; Correlation; Online Courses; Gender Differences; Majors (Students); Nonmajors; Enrollment Trends; Distance Education; Academic Persistence; Grade Point Average; Student Attitudes; Teaching Methods; Self Efficacy; Higher Education; Knowledge Level + Suchen Sie Ihr Suchwort? Schulische Motivation; Motivation for studies; Lernmotivation; Korrelation; Online course; Online-Kurs; Geschlechterkonflikt; Distance study; Distance learning; Fernunterricht; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Wissensbasis
Abstract	This study was designed to better understand what drives the learning and performance of students enrolled in distance-learning courses. Between 1999 and 2015, the number of students enrolled in at least one online course increased from 10% to 30% (NCES, 2014; NCES, 2018). Of the six million students currently enrolled in at least one distance-learning course, close to half are enrolled in programs that are offered exclusively online (Allen & Seaman, 2017; NCES, 2018). This enrollment growth, however, is coupled with an alarming attrition rate as high as 80% (Smith, 2010). As GPA and course performance have been linked to distance-learning persistence and retention, we found it imperative to explore differences in motivational orientations as they relate to passing and failing status for an individual course. To do so, we surveyed distance-learning students and identified correlations between motivational constructs such as instrumentality, self-efficacy, connectedness, use of knowledge-building strategies, and final course performance. Differences related to gender and major/non-major status are also reviewed and discussed. These findings offer insights into next steps for research and also inform teaching practice. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01