Success of distance learning graduates and the role of intrinsic motivation

Abstract

This study explored the perceptions of 51 graduates of a distance learning health and social care programme, identifying what factors contributed to students continuing for the duration of their distance learning studies and completing their degree. An appreciative inquiry approach was used to identify the positive aspects of the students' experience. Support from family, tutors and employers as well as flexibility of studying at the Open University UK, enabled graduates to continue their studies. A key aspect of the graduates' success was the supportive feedback received from tutors, which they reported enabled them to build their knowledge, skills and confidence as they progressed to completion of their degree. Flexibility came in different forms, from being able to access their learning materials at any time around their busy lives, to tutors being very responsive to students' needs. The findings are discussed in relation to the students' development of competence and autonomy, factors that contribute to strengthen students' intrinsic motivation.

A Case Study of Students’ and Teachers’ Perceptions in a Finnish High School during the COVID Pandemic

“…Consequently, an online environment should be flexible and offer a variety of options that consider the individual needs and identity of the student (Daher & Shahbari, 2020). This increases the student's motivation, sense of independence, and self-regulating skills (Simons et al, 2019).…”

“…We can learn from earlier studies that investing in individual guidance and attention for students is important, and according to Stone and Springer (2019), a strong teacher presence and adequate course design are the most essential ways to prevent dropouts in distance learning. Students have also found regular and constructive feedback very important (Simons et al, 2019) and hoped that someone was present during distance learning to provide support when needed (Lee & Martin, 2017). The support of the school community and parents increased the chances of students completing their courses as well (Simons et al, 2019).…”

“…Students have also found regular and constructive feedback very important (Simons et al, 2019) and hoped that someone was present during distance learning to provide support when needed (Lee & Martin, 2017). The support of the school community and parents increased the chances of students completing their courses as well (Simons et al, 2019). During the pandemic, those students who were supported by their parents in technical problems, for example, succeeded best (Iivari et al, 2020).…”

“…Previous studies have also confirmed that students need self-management skills in distance learning (e.g., Artino & Stephens, 2009), since self-regulation is a key to motivation and better achievement (Wolters, 2003). A flexible learning environment with different options for individual needs has been suggested (Daher & Shahbari, 2020) since it can increase the student's motivation, sense of independence, and self-regulating skills (Simons et al, 2019). Technological problems in distance learning also affected students' motivation (Ozkara & Cakir, 2018).…”

“…The school is a community where a direct contact with teachers makes it easier to ask help and support. Support from the community and parents increases students' ability to complete their courses as well (Simons et al, 2019). According to teachers, distance learning should be based on a school's strategy where everyone is equally committed and responsible for students (Stone & Springer, 2019).…”