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Examining the Role of Motivation and Learning Strategies in Student Success in Online versus Face-to-Face Courses
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- Author(s): Stark, Emily
- Language:
English- Source:
Online Learning. Sep 2019 23(3):234-251.- Publication Date:
2019- Document Type:
Journal Articles
Reports - Research
Tests/Questionnaires - Language:
- Additional Information
- Availability: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: [email protected]; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
- Peer Reviewed: Y
- Source: 18
- Education Level: Higher Education
Postsecondary Education - Subject Terms:
- Subject Terms:
- ISSN: 2472-5749
- Abstract: The goal of this paper is to compare the motivations and learning strategies of online and face-to-face students, utilizing the Motivated Strategies for Learning Questionnaire (Pintrich et al., 1993). Prior research (Crede & Phillips, 2011) suggests that motivation variables play a larger role in predicting student success in online courses compared to the specific learning strategies that are used, but little research has directly compared online students to face-to-face students. Results of this study found that while online students reported lower levels of motivation compared to face-to-face students, motivation variables were more strongly correlated with course performance than learning strategies, particularly for online courses. The results are discussed with implications for how to build student motivation to succeed, particularly in an online format, as well as different considerations for lower level or upper level students.
- Abstract: As Provided
- Publication Date: 2019
- Accession Number: EJ1228817
- Availability:
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