The Influence of Motivational Regulation Strategies on Online Students’ Behavioral, Emotional, and Cognitive Engagement

Park, Sanghoon; Yun, Heoncheol

doi:10.1080/08923647.2018.1412738

Cited by 66 publications

(35 citation statements)

References 30 publications

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“…Moreover, cognitive presence promotes the development of selfregulation of online learners. As stated by Park and Yun (2017), specific types of motivational regulation strategies can be used to promote emotional, cognitive, and behavioral engagement of online learners.…”

Section: Discussionmentioning

confidence: 99%

A structural equation model of predictors of online learners’ engagement and satisfaction

Küçük

Richardson

2019

OLJ

100

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This study investigated the structural relationships among online learners’ teaching, social and cognitive presence, engagement, and satisfaction. Data were collected from graduate students enrolled in an online graduate program at a large Midwestern public university through online surveys. Structural equation modeling (SEM) was used to analyze the data. According to the results, teaching presence, cognitive presence, emotional engagement, behavioral engagement, and cognitive engagement were significant predictors of satisfaction and these determinants explained 88% of the variance in satisfaction. The results indicate that the dominant determinant of the satisfaction was teaching presence, which had direct and indirect effects on satisfaction. Moreover, the study revealed significant predictors of emotional, behavioral, cognitive and agentic engagement. Implications are discussed in terms of theoretical insights, practices for online learning environments, and further research directions.

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Section: Discussionmentioning

confidence: 99%

A structural equation model of predictors of online learners’ engagement and satisfaction

Küçük

Richardson

2019

OLJ

100

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“…Student motivation is driven by motivational regulation strategies, which are the mechanisms that students use to increase or sustain their motivation to perform learning activities. Previous research has shown that motivational regulation strategies predict students' emotional engagement in online learning contexts (Park & Yun, 2018). In particular, Smit, de Brabander, Boekaerts, and Martens (2017) found that motivational regulation strategies mediate between motivational beliefs and motivational engagement (operationalized based on effort).…”

Section: Related Work and Theoretical Backgroundmentioning

confidence: 99%

Student engagement with mobile‐based assessment systems: A survival analysis

Bacca‐Acosta

Avila

2020

Computer Assisted Learning

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Research on mobile-based assessment systems is still an emerging topic in the mobile learning field. Current research has demonstrated that the use of mobile-based assessment systems seems to have a positive impact on students' learning outcomes and motivation. The paper identifies some factors that influence student engagement with mobile-based formative assessment in a language learning course. Survival analysis of the interaction of N = 86 students from eight English as a Foreign Language (EFL) courses over 5 weeks showed that students with higher levels of self-reported effort and perceived importance engaged for longer periods of time. Perceived ease of use, perceived usefulness and behavioural intention to use were all predictors of the longer use of mobile-based assessment systems. We found that within the first 25-50 min of use, about half of the students might disengage from using a mobilebased assessment application.

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“…Such problems encouraged student-content interactions, which supported them in their learning process. Further, professional or personal relevance of content and activities enhanced students' positive perceptions of the course through motivation and cognitive engagement (Park & Yun, 2018;Robinson et al, 2017).…”

Section: Challenging But Relevant Coursementioning

confidence: 99%

Students’ Learning Support and Perceptions in an Online Mathematics Course in a Business Faculty

Heilporn

Desrochers

2020

cjsotl-rcacea

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Online courses are growing in higher education, resulting from an increased access to information and communication technologies. While such courses allow time and/or space flexibility for both students and instructors, they also promote active learning and require more autonomy from the students. In this paper, we present the main design features of a new prerequisite mathematics online course in a business faculty. While most of the course was designed in an asynchronous mode, it also includes blended synchronous support sessions that students can attend each week. As a Scholarship of Teaching and Learning (SoTL) project, we related the design features of the course to students’ learning support and perceptions by analyzing the content of the learning management system as well as students’ narrative comments in course teaching evaluations over five semesters. The main themes reported concerned the appreciated course design and structure, the enhanced instructor’s presence through commented slideshows and support sessions, the instructor’s accessibility and care, a challenging but relevant course, and collaborative practice with a software application. In particular, the instructor’s presence and follow-up throughout the semester was highlighted by the students as a means to support their learning. Furthermore, most students’ comments reported positive perceptions about the online course and specific design features. Several comments also allowed to identify potential areas for change in a future version on the course, as part of the SoTL research that focuses on teaching and learning improvement.

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The Influence of Motivational Regulation Strategies on Online Students’ Behavioral, Emotional, and Cognitive Engagement

Cited by 66 publications

References 30 publications

A structural equation model of predictors of online learners’ engagement and satisfaction

A structural equation model of predictors of online learners’ engagement and satisfaction

Student engagement with mobile‐based assessment systems: A survival analysis

Students’ Learning Support and Perceptions in an Online Mathematics Course in a Business Faculty

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