The Effects of Motivational Regulation Strategies on Online Learners' Cognitive Learning Strategy and Engagement

• In Event: Online Teaching and Learning SIG Paper Session 2

Abstract

The number of online programs in higher education has been growing fast. In order to meet the increasing need of high quality online learning, motivation needs to be considered as a critical determinant of successful learning. Previous studies indicated positive academic outcomes when students purposefully used Motivational Regulation Strategies (MRSs). However, few studies examined how online students utilize MRSs during the course and how each of the MRSs influences their use of cognitive learning strategy and engagement. Therefore, two aims of this study were to examine (1) how online learners utilize MRSs throughout the course, and (2) how the use of MRSs is related to online learners' use of cognitive learning strategy and engagement.

Authors

• Sanghoon Park, University of South Florida

• Jung Lim, University of South Florida