The Relationship between Motivation, Learning Strategies and Choice of Environment whether Traditional or Including an Online Component

Autor/inn/en	Clayton, Karen; Blumberg, Fran; Auld, Daniel P.
Titel	The Relationship between Motivation, Learning Strategies and Choice of Environment whether Traditional or Including an Online Component
Quelle	In: British Journal of Educational Technology, 41 (2010) 3, S.349-364 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2009.00993.x
Schlagwörter	Cognitive Style; Self Efficacy; Learning Strategies; Goal Orientation; Student Motivation; Conventional Instruction; Student Surveys; Postsecondary Education; Learner Engagement; Learning Motivation; Correlation; Electronic Learning; Web Based Instruction; Educational Environment; Student Attitudes; Discriminant Analysis; Blended Learning + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Self-efficacy; Selbstwirksamkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zielorientierung; Zielvorstellung; Schulische Motivation; Schülerbefragung; Post-secondary education; Tertiäre Bildung; Motivation for studies; Lernmotivation; Korrelation; Web Based Training; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Diskriminanzanalyse
Abstract	This study examined how students' achievement goals, self-efficacy and learning strategies influenced their choice of an online, hybrid or traditional learning environment. One hundred thirty-two post-secondary students completed surveys soliciting their preferences for learning environments, reasons for their preference, their motivational orientation towards learning and learning strategies used. Findings indicated that most students preferred traditional learning environments. This preference was based on how well the environment matched their personal learning style and engaged them as students. Discriminant analyses indicated significant differences in motivational beliefs and learning strategies; students who preferred traditional environments showed a mastery goal orientation and greater willingness to apply effort while learning. Students who preferred less traditional environments presented as more confident that they could manage a non-traditional class. These findings have implications for understanding students' motivation for learning in diverse educational settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10