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RELATIONSHIP BETWEEN LEARNING STRATEGIES AND MOTIVATION OF DISTANCE LEARNERS
Corresponding Author(s) : Hamid Ikram
Humanities & Social Sciences Reviews,
Vol. 9 No. 3 (2021): May
Abstract
Purpose of the study: The study aimed to discover the learning strategies of distance learners and their relationship with their intrinsic and extrinsic motivation.
Methodology: The study followed a quantitative correlational research design. The study sample comprised 550 female and male students enrolled as distance learners at the university level. The tool of learning strategies MSLQ was adopted from Pintrich et al. (1991) and the scale of intrinsic and extrinsic motivation was adopted from Lepper et al. (2005). The data were analyzed through descriptive and inferential statistical techniques.
Main Findings: The findings of the inquiry concluded that the learning strategies of distance learners were directly associated with both intrinsic and extrinsic motivations.
Applications of this study: This study is applicable to assess the intrinsic and extrinsic motivation of distance learners enrolled at the university level. Moreover, this study is helpful to understand the relationship between the motivation of learners and their learning styles.
Novelty/Originality of this study: Much of the research work has been done in the mainstream education sector, but there is a shortage of empirical data on the relationship between the learning styles of distance learners and their motivation. Thus, this research could be a torchbearer in this area.
Keywords
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- Adesola, S. A., & Li, Y. (2018). The Relationship between Self-regulation, Self-efficacy, Test Anxiety and Motivation. International Journal of Information and Education Technology, 8(10), 759–763. https://doi.org/10.18178/ijiet.2018.8.10.1135 DOI: https://doi.org/10.18178/ijiet.2018.8.10.1135
- Adnan, M. A. M., Nordin, M. S., & Burhan, M. (2013). Relationship between learning strategies and motivation by using Structural Equation Modeling approach. The Malaysian Online Journal of Educational Science, 1(3), 33–40.
- Ahmed, O., Uddin, M. K., & Khanam, M. (2016). Motivation and learning strategies as strong predictors of academic achievement. Indian Journal of Psychology and Education, 6(1), 120–132. https://www.researchgate.net/publication/318787382_Motivation_and_learning_strategies_as_strong_predictors_of_academic_achievement
- Allen, I. E., & Seaman, J. (2017). Digital learning compass: Distance education enrollment report 2017 (pp. 1–39). Babson Survey Research Group, e-Literate, and WCET. https://www.bayviewanalytics.com/reports /digtiallearningcompassenrollment2017.pdf
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- Artino, A. R., & Stephens, J. M. (2006). Learning online: Motivated to self-regulate? Academic Exchange Quarterly, 10(4), 11. https://www.researchgate.net/publication/267362438_Learning_Online_Motiv ated_to_Self-Regulate
- Avila, E. C. (2020). Motivation and learning strategies of education students in online learning during pandemic. Psychology and Education, 8.
- Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007 DOI: https://doi.org/10.1016/j.iheduc.2015.04.007
- Broadbent, J. (2017). Comparing online and blended learner’s self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24–32. https://doi.org/10.1016/j.iheduc.2017.01.004 DOI: https://doi.org/10.1016/j.iheduc.2017.01.004
- Burns, M. (2011). Distance Education for Teacher Training: Modes, Models, and Methods. Education Department Center. https://www.edc.org/sites/default/files/uploads/Distance-Education-Teacher-Training.pdf
- Çetin, B. (2017). Metacognition and self-regulated learning in predicting university students’ academic achievement in Turkey. Journal of Education and Training Studies, 5(4), 132–138. https://doi.org/10.11114/jets.v5i4.2233 DOI: https://doi.org/10.11114/jets.v5i4.2233
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- De Paepe, L., Zhu, C., & Depryck, K. (2018). Online Dutch L2 learning in adult education: Educators’ and providers’ viewpoints on needs, advantages and disadvantages. Open Learning: The Journal of Open, Distance and e-Learning, 33(1), 18–33. https://doi.org/10.1080/02680513.2017.1414586 DOI: https://doi.org/10.1080/02680513.2017.1414586
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- Hariri, H., Karwan, D. H., Haenilah, E. Y., Rini, R., & Suparman, U. (2021). Motivation and learning strategies: Student motivation affects student learning strategies. European Journal of Educational Research, 10(1), 39–49. https://doi.org/10.12973/eu-jer.10.1.39 DOI: https://doi.org/10.12973/eu-jer.10.1.39
- Hartnett, M. (2016). Motivation in Online Education (1st ed.). Springer Singapore. https://doi.org/10.1007/978-981-10-0700-2 DOI: https://doi.org/10.1007/978-981-10-0700-2
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- Mahlangu, V. P. (2018). The good, the bad, and the ugly of distance learning in higher education. In M. Sinecen (Ed.), Trends in E-learning. InTech. https://doi.org/10.5772/intechopen.75702 DOI: https://doi.org/10.5772/intechopen.75702
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References
Adesola, S. A., & Li, Y. (2018). The Relationship between Self-regulation, Self-efficacy, Test Anxiety and Motivation. International Journal of Information and Education Technology, 8(10), 759–763. https://doi.org/10.18178/ijiet.2018.8.10.1135 DOI: https://doi.org/10.18178/ijiet.2018.8.10.1135
Adnan, M. A. M., Nordin, M. S., & Burhan, M. (2013). Relationship between learning strategies and motivation by using Structural Equation Modeling approach. The Malaysian Online Journal of Educational Science, 1(3), 33–40.
Ahmed, O., Uddin, M. K., & Khanam, M. (2016). Motivation and learning strategies as strong predictors of academic achievement. Indian Journal of Psychology and Education, 6(1), 120–132. https://www.researchgate.net/publication/318787382_Motivation_and_learning_strategies_as_strong_predictors_of_academic_achievement
Allen, I. E., & Seaman, J. (2017). Digital learning compass: Distance education enrollment report 2017 (pp. 1–39). Babson Survey Research Group, e-Literate, and WCET. https://www.bayviewanalytics.com/reports /digtiallearningcompassenrollment2017.pdf
Anthonysamy, L. (2021). The use of metacognitive strategies for undisrupted online learning: Preparing university students in the age of pandemic. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10518-y DOI: https://doi.org/10.1007/s10639-021-10518-y
Artino, A. R., & Stephens, J. M. (2006). Learning online: Motivated to self-regulate? Academic Exchange Quarterly, 10(4), 11. https://www.researchgate.net/publication/267362438_Learning_Online_Motiv ated_to_Self-Regulate
Avila, E. C. (2020). Motivation and learning strategies of education students in online learning during pandemic. Psychology and Education, 8.
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007 DOI: https://doi.org/10.1016/j.iheduc.2015.04.007
Broadbent, J. (2017). Comparing online and blended learner’s self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24–32. https://doi.org/10.1016/j.iheduc.2017.01.004 DOI: https://doi.org/10.1016/j.iheduc.2017.01.004
Burns, M. (2011). Distance Education for Teacher Training: Modes, Models, and Methods. Education Department Center. https://www.edc.org/sites/default/files/uploads/Distance-Education-Teacher-Training.pdf
Çetin, B. (2017). Metacognition and self-regulated learning in predicting university students’ academic achievement in Turkey. Journal of Education and Training Studies, 5(4), 132–138. https://doi.org/10.11114/jets.v5i4.2233 DOI: https://doi.org/10.11114/jets.v5i4.2233
Chen, E., Kaczmarek, K., & Ohyama, H. (2020). Student perceptions of distance learning strategies during COVIDâ€19. Journal of Dental Education, 1–2. https://doi.org/10.1002/jdd.12339 DOI: https://doi.org/10.1002/jdd.12339
Chumbley, S., Haynes, J. C., Hainline, M., & Sorensen, T. (2018). A measure of self-regulated learning in online agriculture courses. Journal of Agricultural Education, 59(1), 153–170. https://doi.org/10.5032/ja e.2018.01153 DOI: https://doi.org/10.5032/jae.2018.01153
De Paepe, L., Zhu, C., & Depryck, K. (2018). Online Dutch L2 learning in adult education: Educators’ and providers’ viewpoints on needs, advantages and disadvantages. Open Learning: The Journal of Open, Distance and e-Learning, 33(1), 18–33. https://doi.org/10.1080/02680513.2017.1414586 DOI: https://doi.org/10.1080/02680513.2017.1414586
Delen, E., & Liew, J. (2016). The use of interactive environments to promote self-regulation in online learning: A literature review. European Journal of Contemporary Education, 15(1). https://doi.org/10.13187/ejced .2016.15.24 DOI: https://doi.org/10.13187/ejced.2016.15.24
Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: Exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452–465. https://doi.org/10.1007/s12528-018-9179-z DOI: https://doi.org/10.1007/s12528-018-9179-z
Fidalgo, P., Thormann, J., Kulyk, O., & Lencastre, J. A. (2020). Students’ perceptions on distance education: A multinational study. International Journal of Educational Technology in Higher Education, 17(1), 1–18. https://doi.org/10.1186/s41239-020-00194-2 DOI: https://doi.org/10.1186/s41239-020-00194-2
Filcher, C., & Miller, G. (2000). Learning strategies for distance education students. Journal of Agricultural Education, 41(1), 60–68. https://doi.org/10.5032/jae.2000.01060 DOI: https://doi.org/10.5032/jae.2000.01060
Froiland, J. M., & Worrell, F. C. (2016). Intrinsic motivation, learning goals, engagement, and achievement in a diverse high school: Motivation and achievement in high school. Psychology in the Schools, 53(3), 321–336. https://doi.org/10.1002/pits.21901 DOI: https://doi.org/10.1002/pits.21901
Gbollie, C., & Keamu, H. P. (2017). Student academic performance: The role of motivation, strategies, and perceived factors hindering Liberian junior and senior high school students learning. Education Research International, 2017, 1–11. https://doi.org/10.1155/2017/1789084 DOI: https://doi.org/10.1155/2017/1789084
Goradia, T., & Bugarcic, A. (2017). A social cognitive view of self-regulated learning within online environment. Advances in Integrative Medicine, 4(1), 5–6. https://doi.org/10.1016/j.aimed.2017.05.001 DOI: https://doi.org/10.1016/j.aimed.2017.05.001
Hariri, H., Karwan, D. H., Haenilah, E. Y., Rini, R., & Suparman, U. (2021). Motivation and learning strategies: Student motivation affects student learning strategies. European Journal of Educational Research, 10(1), 39–49. https://doi.org/10.12973/eu-jer.10.1.39 DOI: https://doi.org/10.12973/eu-jer.10.1.39
Hartnett, M. (2016). Motivation in Online Education (1st ed.). Springer Singapore. https://doi.org/10.1007/978-981-10-0700-2 DOI: https://doi.org/10.1007/978-981-10-0700-2
Jovanovic, D., & Matejevic, M. (2014). Relationship between rewards and intrinsic motivation for learning – Researches review. Procedia - Social and Behavioural Sciences, 149, 456–460. https://doi.org/10.10 16/j.sbspro.2014.08.287 DOI: https://doi.org/10.1016/j.sbspro.2014.08.287
Karatas, S., Yilmaz, A. B., Dikmen, C. H., Ermis, U. F., & Onur, G. (2017). Interaction in distance education environments: A trend analysis. Quarterly Review of Distance Education, 18(1), 63–82. https://eric.ed.go v/?id=EJ1152217
Keegan, D. (2002). The future of learning: From eLearning to mLearning. Hagen: Zentrales Institut fur Fern Universitat. https://www.academia.edu/3442041/The_future_of_learning_From_eLearning_to_mLearning
Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), 184–196. https://doi.org/10.1037/0022-0663.97.2.184 DOI: https://doi.org/10.1037/0022-0663.97.2.184
Lock, J., Eaton, S., & Kessy, E. (2017). Fostering self-regulation in online learning in K-12 education. Northwest Journal of Teacher Education, 12(2), 1–13. https://doi.org/10.15760/nwjte.2017.12.2.2 DOI: https://doi.org/10.15760/nwjte.2017.12.2.2
Mahlangu, V. P. (2018). The good, the bad, and the ugly of distance learning in higher education. In M. Sinecen (Ed.), Trends in E-learning. InTech. https://doi.org/10.5772/intechopen.75702 DOI: https://doi.org/10.5772/intechopen.75702
Marsteller, R., & Bodzin, A. (2019). Examining the implementation of an online curriculum designed with the Person theoretical framework on student’s evidentiary reasoning and self-regulated learning. Electronic Journal of Science Education, 23(3), 73–95. https://files.eric.ed.gov/fulltext/EJ1228448.pdf
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1092 DOI: https://doi.org/10.24059/olj.v22i1.1092
McCann, J. T., & Lawrence, K. (2015). Factors impacting students’ motivation and learning strategies. International Review of Social Sciences and Humanities, 9(1), 94–116. https://www.researchgate.net/p ublication/291522330_Factors_impacting_students'_motivation_and_learning_strategies
McIsaac, M. S., & Gunawardena, C. N. (2008). Distance Education. In Handbook of Research for Educational Communications and Technology (2nd ed., pp. 1–41). New York: Routledge. https://doi.org/10.4324/ 9781410609519
Morris, P. D., & Clark, L. M. (2018). Using NSSE data to analyze levels of engagement of distance learners. Quarterly Review of Distance Education, 9(2), 1–13. https://eric.ed.gov/?id=EJ1202181
Nabizadeh, S., Hajian, S., Sheikhan, Z., & Rafiei, F. (2019). Prediction of academic achievement based on learning strategies and outcome expectations among medical students. BMC Medical Education, 1–11(1), 99. https://doi.org/10.1186/s12909-019-1527-9 DOI: https://doi.org/10.1186/s12909-019-1527-9
Nassoura, A. B. (2020). Measuring students’ perceptions of online learning in higher education. International Journal of Scientific & Technology Research, 9(4), 1965–1970. https://www.ijstr.org/final-print/apr2020/Measuring-Students-Perceptions-Of-Online-Learning-In-Higher-Education.pdf
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning. https://files.eric.ed.gov/fulltext/ED338122.pdf
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