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Self-Regulated Learning: The Role of Motivation, Emotion, and Use of Learning Strategies in Students' Learning Experiences in a Self-Paced Online Mathematics Course
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- المؤلفون: Cho, Moon-Heum; Heron, Michele L.
- اللغة:
English
- المصدر:
Distance Education. 2015 36(1):80-99.
- الموضوع:
2015
- نوع التسجيلة:
Journal Articles
Reports - Research
Tests/Questionnaires
- معلومة اضافية
- Peer Reviewed:
Y
- المصدر:
20
- Education Level:
Higher Education
Postsecondary Education
- الموضوع:
- الموضوع:
- الرقم المعرف:
10.1080/01587919.2015.1019963
- ISSN:
0158-7919
- نبذة مختصرة :
Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We investigated the role of SRL, specifically motivation, emotion, and learning strategies, in students' learning experiences in a remedial online mathematics course. With an online survey of 229 college students, we found that student motivation explained a small portion of variance in achievement; whereas student motivation and emotion explained a significant portion of variance in satisfaction. In addition, significant differences in motivation and emotion were found in passing and nonpassing students; however, learning strategies did not influence student achievement and satisfaction. Implications for teaching and learning in self-paced online remedial mathematics courses are discussed.
- نبذة مختصرة :
As Provided
- Number of References:
41
- الموضوع:
2015
- الرقم المعرف:
EJ1059168
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