Classroom Motivational Climate in Online and Face-to-Face Undergraduate Courses: The Interplay of Gender and Course Format

Autor/inn/en	Yang, Yan; Cho, Yoon Jung; Watson, Angela
Titel	Classroom Motivational Climate in Online and Face-to-Face Undergraduate Courses: The Interplay of Gender and Course Format
Quelle	In: International Journal of E-Learning & Distance Education, 30 (2015) 1, (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2292-8588
Schlagwörter	Learning Motivation; Gender Differences; Mastery Learning; Online Courses; Conventional Instruction; Teaching Methods; Instructional Design; College Students; Role; Student Attitudes; Student Motivation; Student Characteristics; Communities of Practice; Multivariate Analysis; Educational Objectives + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Geschlechterkonflikt; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Collegestudent; Rollen; Schülerverhalten; Schulische Motivation; Community; Multivariate Analyse; Educational objective; Bildungsziel; Erziehungsziel
Abstract	In this study, the role of gender and course format in college students' perceptions of classroom motivational climate (i.e., sense of classroom community and perceived classroom goal structure) was examined. Participants were 722 college students from a variety of majors at a comprehensive Midwest American university. Female students felt a stronger sense of community and perceived lower levels of performance-approach goal structure in online classes than their male counterparts experienced. Male students perceived the face-to-face classes as being more communal and less performance-approach oriented than the females did. Further, both male and female students perceived a stronger mastery-approach classroom goal structure in face-to-face than in online classes. These findings suggest that instructors should consider the roles of gender and course format in designing instruction and creating motivational learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01