Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education

This study investigates possible relationships among motivational and learning variables (interest, self‐efficacy and self‐regulation) and three types of student engagement (behavioural engagement, emotional engagement and cognitive engagement) in a distance education setting. Participants were 203...

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Vydáno v:British journal of educational technology Ročník 43; číslo 2; s. 191 - 204
Hlavní autoři: Sun, Jerry Chih-Yuan, Rueda, Robert
Médium: Journal Article
Jazyk:angličtina
Vydáno: Oxford, UK Blackwell Publishing Ltd 01.03.2012
Wiley-Blackwell
Témata:
Behavioural
College Instruction
College Students
Computer Attitudes
Computer Mediated Communication
Computers
Correlation
Discussion
Distance Education
Distance learning
Education
Educational Strategies
Educational Technology
Electronic Learning
Engineering Education
Gerontology
Learner Engagement
Learning Motivation
Mathematical analysis
Mathematical models
Motivation
On-line systems
Online
Online Courses
Predictor Variables
Self Efficacy
Self Management
Student Attitudes
Student Motivation
Student Surveys
Students
United States (Southwest)
Web Based Instruction
ISSN:0007-1013, 1467-8535
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Popis
Shrnutí:This study investigates possible relationships among motivational and learning variables (interest, self‐efficacy and self‐regulation) and three types of student engagement (behavioural engagement, emotional engagement and cognitive engagement) in a distance education setting. Participants were 203 students enrolled in online classes in the fall semester of 2008 in the Schools of Gerontology and Engineering at a large research university in the south‐western USA, who completed an online survey assessing their levels of situational interest, computer self‐efficacy, self‐regulation and engagement in distance education. Situational interest and self‐regulation were found to be significantly correlated with three types of engagement (behavioural, emotional and cognitive), while computer self‐efficacy did not appear to be associated with any of those engagement variables. Results suggested that online activities and tools such as multimedia and discussion boards may increase emotional engagement in online learning, although they do not necessarily increase behavioural or cognitive engagement, that educators should identify students who are taking online courses for the first time and provide necessary technical help to increase their emotional engagement, and that it is important for educators to offer students strategies for increasing their self‐regulation in distance education environments.
Bibliografie:ArticleID:BJET1157
istex:27823666DF0C59A93B61473AA56B129CF0891D3B
ark:/67375/WNG-FTVLKV8P-6
Jerry Chih‐Yuan Sun is an Assistant Professor in the Institute of Education and Center for Teacher Education at National Chiao Tung University. He was previously a Postdoctoral Research Associate in the Center for Scholarly Technology at University of Southern California.
Robert Rueda is a Professor in the Rossier School of Education at University of Southern California.
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ISSN:0007-1013
1467-8535
DOI:10.1111/j.1467-8535.2010.01157.x