A Comparative Study on the Use of Motivational Regulation Strategies (MRSs) between Online Learning and Classroom Learning: Relations with Learners' Use of Cognitive Learning Strategy, Engagement, and Academic Performance

• In Event: DDL - MRSs for Online and Classroom Learning [FA]

Short Description

Motivation is a critical determinant of successful learning experience. Previous studies indicate positive academic outcomes when students purposefully used Motivational Regulation Strategies (MRSs) in the classroom. The two aims of this study are (1) to compare how learners utilize motivational regulation strategies (MRSs) differently in online learning vs. traditional classroom learning, and (2) to examine how the use of MRSs is related to learners' use of cognitive learning strategy, engagement, and academic performance in each learning context.

Author

• SANGHOON PARK, University of South Florida