Relationships between motivational strategies and cognitive learning in distance education courses

Exploring the structural relationships between medical students’ motivational regulation, cognitive learning, and academic performance in online learning

“…Also, it confirmed that the goal orientation MRS was highly associated with the more use of the elaboration strategy, and the behavioral reinforcement MRS was connected to promoting the use the organization strategy. Hence, the use of different MRS sets appears to facilitate cognitive learning by using CLSs in different manners, which can be consistent with findings from previous research [ 4 ]. More specifically, a well-developed interest of the learner, who self-regulates learning, supports for active participation in such a problem-solving task through a critical thinking learning process [ 19 , 20 ].…”

“…By its own nature, online education encourages learners to become self-regulated in learning that they need to be autonomous and proficient learners to initiate, direct, and manage cognitive, metacognitive, and motivational behaviors for their own successful learning experiences [ 2 , 3 ]. That is, online learning environments support students to be highly self-regulated learners for enhancing their cognitive and motivational effort [ 4 ]. In other words, learner motivation has been a crucial factor in effective online learning for pursuing learning goals [ 1 , 5 ].…”

“…As previously mentioned, highly motivated learners tend to be efficient in self-regulating their own learning process, promoting to use cognitive learning while they actively regulate their motivation [ 9 ]. Cognitive learning refers to the effective ways in which learners process basic or complex information from texts and instructions including rehearsal, elaboration, organization, and critical thinking [ 2 , 4 ]. Hence, motivational regulation is crucial in SRL and in turn cognitive learning in SRL can be facilitated by using the different sets of MRSs.…”

Online Distance Learning Readiness During Covid-19 Outbreak Among Undergraduate Students

“…What factors seems affect SDL level? Low level of SDL justified with number of factors; 1) nature mode of study (Park & Yun, 2017), 2) low face-toface social interaction with support group (El-Seoud, 2016) and 3) low self-directed learning to perform course assessment task (Yilmaz, 2017). All undergraduate program in FKPM running in UiTM Melaka offered in full time based and naturally, course content delivered 10% blended learning and 90% face-to-face with direct interaction with the lecturer.…”

“…Joining ODL activities during pandemic outbreak helps to make learning feasible to ensure teaching and learning continue for the knowledge transfer (Park & Yun, 2017). But what makes students join the ODL activities in the first place?…”