DDL: Comparative Study on the Use of Motivational Regulation Strategies, Cognitive Learning Strategies, and Engagement between Undergraduate and Graduate Students Enrolled in Online Courses

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Short Description

Motivational support for online students has been considered as a critical determinant of a successful online learning experience and positive academic outcomes. Especially, Motivational Regulation Strategies (MRSs) have been studied as an active form of promoting motivation in online learning. There have been few studies comparing the use of MRSs between undergraduate and graduate students enrolled in online courses. Therefore, aims of this study are to compare (1) the use of MRSs between undergraduate and graduate online students, and (2) how the use of MRSs is related to their use of cognitive learning strategy and engagement.

Authors

• SANGHOON PARK, University of South Florida

• Heoncheol Yun, Northern Illinois University