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Learning strategies, motivation, and...

Wayne State University., --- Select One ---.

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Learning strategies, motivation, and self-reported academic outcomes of students enrolled in Web-based coursework.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Learning strategies, motivation, and self-reported academic outcomes of students enrolled in Web-based coursework./
作者:	Foust, Roberta A.
面頁冊數:	116 p.
附註:	Adviser: Shlomo Sawilowsky.
Contained By:	Dissertation Abstracts International69-03A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3303513
ISBN:	9780549499480

Learning strategies, motivation, and self-reported academic outcomes of students enrolled in Web-based coursework.
Foust, Roberta A.

Learning strategies, motivation, and self-reported academic outcomes of students enrolled in Web-based coursework. - 116 p.

Adviser: Shlomo Sawilowsky.

Thesis (Ed.D.)--Wayne State University, 2008.

The arrival of the Internet and the web browser has led to a worldwide explosion of web-based virtual classes as a form of instructional delivery systems among institutions of higher education (Moore & Kearsley, 2005). Colleges and universities are beginning to offer classes and in some instances complete programs using the Internet. However, research on student motivation and outcomes is mixed. The purpose of this study was to examine the relationship between student self-regulation, self-efficacy, motivation toward web-based coursework, self-reported course outcomes, and reasons for enrolling in web-based courses on student retention in web-based courses.

ISBN: 9780549499480Subjects--Topical Terms:

1018008
Education, Community College.

Learning strategies, motivation, and self-reported academic outcomes of students enrolled in Web-based coursework.
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245 1 0 $a Learning strategies, motivation, and self-reported academic outcomes of students enrolled in Web-based coursework.
300 $a 116 p.
500 $a Adviser: Shlomo Sawilowsky.
500 $a Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0861.
502 $a Thesis (Ed.D.)--Wayne State University, 2008.
520 $a The arrival of the Internet and the web browser has led to a worldwide explosion of web-based virtual classes as a form of instructional delivery systems among institutions of higher education (Moore & Kearsley, 2005). Colleges and universities are beginning to offer classes and in some instances complete programs using the Internet. However, research on student motivation and outcomes is mixed. The purpose of this study was to examine the relationship between student self-regulation, self-efficacy, motivation toward web-based coursework, self-reported course outcomes, and reasons for enrolling in web-based courses on student retention in web-based courses.
520 $a A web-based survey was developed by the researcher along with The Motivation Strategies for Learning Questionnaire (MSLQ), developed by Pintrich, Smith, Garcia, and McKeachie (1991). A total of 21 community college students from a possible sample of 189 submitted their completed surveys for a response rate of 11.6%.
520 $a The findings of the study indicated that student motivation was not statistically significantly correlated with self-reported grade point average. Reasons for taking on-line courses were not related to self-reported grade point average. Students who had completed fewer credit hours thought that on-line courses could enhance their skills for the future and would be easier than traditional classes. A positive correlation was found between the number of credit hours a student was taking in the present semester was associated with students who indicated that the on-line course format was the only one available.
520 $a The study was limited to one community college located in a county with a depressed economy. The small number of students who participated in the study may have limited the generalizability to all students enrolled in online courses at this college in particular and to students in online classes in other community colleges. Using this exploratory study, further research is needed with a larger, more heterogeneous sample of community college students enrolled in online courses.
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