ERIC Number: EJ803594
Record Type: Journal
Publication Date: 2008-Jun
Reference Count: 90
Promoting Academic Motivation and Self-Regulation: Practical Guidelines for Online Instructors
Artino, Anthony R., Jr.
TechTrends: Linking Research and Practice to Improve Learning, v52 n3 p37-45 Jun 2008
Traditionally, research in the area of online learning has focused primarily on group comparisons; that is, studies which compared the attitudes and academic achievements of online learners versus traditional classroom students. Taken together, results from these investigations have generally found no statistically significant differences in various outcomes (e.g., satisfaction, continuing motivation, and achievement). Accordingly, the conclusion is that online learning can be as "effective" as its classroom counterpart. Recently, several experts in the field of online learning have urged researchers to move beyond group comparison studies and focus instead on the attributes of learners who perform well in online learning situations. The purpose of this article is to briefly review recent research that has addressed this recommendation to investigate learner characteristics in online settings. In particular, this article presents findings from several empirical studies that used social cognitive views of self-regulation to understand student success in online courses. More important, this article provides online instructors with a set of practical, empirically-based guidelines that have emerged from these studies. Ultimately, this article encourages online teachers to consider and explicitly address their learners' academic motivation and self-regulation as they strive to provide engaging and effective online instruction.
Descriptors: Online Courses, Distance Education, Self Management, Student Motivation, Social Cognition, Educational Research, Self Efficacy, Critical Thinking, Cooperation, Discussion (Teaching Technique), Relevance (Education), Teaching Methods, Student Attitudes, Guidelines
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Publication Type: Information Analyses; Journal Articles; Reports - Descriptive
Education Level: N/A
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