ERIC Number: EJ1059168
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 41
Self-Regulated Learning: The Role of Motivation, Emotion, and Use of Learning Strategies in Students' Learning Experiences in a Self-Paced Online Mathematics Course
Cho, Moon-Heum; Heron, Michele L.
Distance Education, v36 n1 p80-99 2015
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.
Descriptors: Metacognition, Learning Strategies, Independent Study, Mathematics Instruction, Remedial Mathematics, Online Courses, Role, Surveys, College Students, Learning Experience, Student Motivation, Mathematics Achievement, Emotional Response, Student Attitudes, Teaching Methods, Correlation, Statistical Analysis, Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire