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Motivational Influences in Distance Education: The Role of Self-Regulation
PROCEEDINGS

, University of Southern California, United States

EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The purpose of this study is to explore motivational influences, especially the effect of self-regulation, on distance education. Although distance education provides flexibility, convenience, and a location-free learning environment, research has shown that distance education students lack discipline to self-regulate themselves in the learning process. In the literature review section, the author reviews articles and theories based on Dembo and Eaton’s six dimensions of behaviors that affect students’ self-regulation. The findings show that the use of strategies, such as interaction, facilitates distance education learners’ self-regulation and increases their motivation to learn online.

Citation

Sun, C.Y. (2008). Motivational Influences in Distance Education: The Role of Self-Regulation. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4419-4422). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved December 6, 2019 from .

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