Cognitive Strategies, Motivation, and e-Learning Readiness

This post is provided by guest blogger, Angelica Sanchez, graduate student at the University of St. Francis, MS Training and Development program.

Keskin & Yurdugül (2020) explain the three characteristics used to determine student preferences for blended and online learning environments were self-regulated learning (SRL) strategies, motivation, and e-learning readiness. These characteristics were analyzed to capture the affects of learners’ mode of teaching (online or blended) and their learning delivery preferences. The data collected from this study was analyzed using optimal scaling analysis. Learners with self-regulation skills tend to be more actively involved in the learning process, exhibit effort and do not lack motivation to learn. Motivation plays an important role in e-Learning and there are many components to motivation. This study discusses three sub-components of motivation: task value, test anxiety and self-efficacy. E-learning readiness is important when it comes to learning online. In this case, there are six main components to e-Learning readiness: computer self-efficacy, internet self-efficacy, online communication self-efficacy, self-directed learning, learner control and motivation towards e-Learning. This is mainly competence of the learner.

It was interesting to find that the preference for learning environments was independent of learning strategies. I recommend reading this article to find out more about learners’ individual characteristics and how they relate to their online education.

Reference

Keskin, S., & Yurdugül, H. (2020). Factors affecting students’ preferences for online and blended learning: Motivational vs. cognitive. European Journal of Open, Distance and E-Learning22(2), 72-86.

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