Transforming the Online Learning Experience

Autor/inn/en	Hamilton, Nancy J.; Heddy, Benjamin C.; Goldman, Jacqueline A.; Chancey, John B.
Titel	Transforming the Online Learning Experience
Quelle	In: Teaching of Psychology, 50 (2023) 4, S.370-380 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/00986283211048939
Schlagwörter	Electronic Learning; Learning Experience; Distance Education; Student Satisfaction; Graduate Students + Suchen Sie Ihr Suchwort? Lernerfahrung; Distance study; Distance learning; Fernunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Background: College instruction has experienced a significant movement toward increased online learning course options. Without appropriate supports, students in virtual learning environments often face greater challenges with self-regulation, motivation, and recognizing the personal relevance of course content. Objective: The current study focuses on the prevalence of personal relevance and its associated impact on cognitive and motivational variables including achievement emotion, intrinsic value, self-efficacy, test anxiety, cognitive strategy use, self-regulation, and metacognition in a virtual learning environment. Method: Students in two online graduate level human development courses completed a series of questionnaires (N = 73) for course credit. Results: Results show the high transformative experience (TE) group reported significantly higher positive emotions, interest, intrinsic value, self-efficacy, cognitive strategy use, test anxiety, and self-regulation, giving them more cognitive and motivational benefits than those who experienced low levels. They also show no relationship between TE and course grade. Conclusion: Future research in this area may benefit from focus on ways to intentionally increase TEs from online contexts to real-life contexts. Teaching Implications: Such research would allow instructors intentionality in pedagogical endeavors while allowing students to integrate course information into their daily lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01