Learning strategies and motivational factors predicting information literacy self-efficacy of e-learners

Abstract

Rapid increase in information sources in different formats, developments in technology and need for lifelong learning have drawn increased attention to needs for information literacy. Although information literacy is significant for students of all educational levels, it has become even more significant for e-learners. Therefore, this study explores learning strategies and motivational factors predicting information literacy self-efficacy of e-learning students. This study was carried out with 119 elearners using the Information Literacy Self-efficacy Scale and the Motivated Strategies for Learning Questionnaire. Results indicate that metacognitive, effort management, elaboration and critical thinking strategies, as well as control belief, predict different dimensions of information literacy self-efficacy. IntroductionThe United States Distance Learning Association defines distance learning as "a combination of technologies that facilitate teaching and learning among persons not physically present in the same location" and "the application of information technology (and infrastructure) to educational and student-related activities linking teachers and students in differing places" (USDLA, 2006). E-learning is a learning environments in which students and teachers come together at certain times online, in synchronised or asynchronised activities; course content is presented with special techniques; and students, in general, perform learning duties and activities individually. E-learning environments that offer appealing education alternatives and lifelong learning opportunities provide students with stand alone, independent, and self-directed learning processes. As mentioned by Chen and Lin (2002), within e-learning environments, individual characteristics of students become even more prominent and may affect their success directly.Learning in the 21st century is more student centred, oriented towards lifelong learning and changing in a manner to that promotes development. Considering distance learning systems, limits associated with time and space are being minimised. Learning is being transformed into a structure that is more self directed, nests with working and personal life; is based on resources, and requires continuing access to learning resources. Moreover, it shifts from "know what" to "knowing how, how to learn, how to secure information, use it, and how to relate to a changing society" (Thomas, 1995:54;Sacchanand, 2002). Therefore, as stated by Sacchanand (2002), elearners should be self directed, have a background of independent studying and having control over their learning. To be successful with e-learning processes, students should learn how to learn; be an information literate person; use appropriate learning strategies and keep their motivation high in learning processes. The report published by the American Library Association [ALA] (2000) highlights the significance of information literacy for distance learning applications, where students and teachers are not present simultaneously in the s...

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