Learners’ goal profiles and their learning patterns over an academic year

Abstract

The present study aimed to examine distance learners' goal profiles and their contrasting patterns of learning and achievements at three different points during an academic year, i.e. in the beginning of the course in relation to learners' general orientations to learning, at the middle of the course in relation to learners' completion of an assignment, and towards the end of the course in relation to learners' preparation for course examination. Two hundred seventy-six adult distance learners completed three survey questionnaires that assessed their motivation and learning at these three learning points. Using person-centred analytical procedures, this study located four groups of learners based on different combinations of mastery and performanceapproach goals. MANOVA results have shown that multiple-goal learners (High mastery/High performance, HH) who held strong mastery and performance-approach goals used more deep and regulatory strategies and showed a higher level of learning interest across three waves of surveys than did those focusing solely on mastery (HL) or performance-approach goals (LH).However, the multiple-goal learners did not have better achievement levels compared to those focusing solely on mastery goals (HL). Given that multiple goal learners learnt with a more engaged pattern, it is less likely that these motivated learners will drop out of distance learning courses and programs. Future studies should explore how these goals can be promoted simultaneously in distance learning.

Exploring the Differences in Taiwanese University Students’ Online Learning Task Value, Goal Orientation, and Self-Efficacy Before and After the COVID-19 Outbreak

“…These findings may reflect that, first, the students may generally consider online learning practices as being independent and self-regulated and then endorse mastery-related goals as the most crucial orientations (e.g. Ng, 2015 ; Vanslambrouck et al 2018 ). Second, it is possible that the long-term usage of online learning in the current situation may not be familiar to the Taiwanese students, even though they had relevant online learning experience before.…”

“…Kaplan and Maehr ( 2007 ) claimed that different goal orientations may be related to various patterns of cognition, affection, and behavior. Relevant online learning research (e.g., Ng 2015 ; Remedios and Richardson 2013 ) also suggested that, in general, learners with mastery goals tend to express adaptive learning patterns such as higher levels of self-efficacy, persistence, deeper engagement, as well as frequent usage of cognitive and regulatory strategies. However, relevant studies adopting achievement goal theory in the line of online learning research are still scarce, and this field of research is still in its nascent stage.…”