Abstract
References
- Adel, E., & Hussain, A. (2020). Relationships between self-regulated learning strategies, learning motivation and mathematics achievement. Cypriot Journal of Educational Sciences, 15(1), 104-111.
- Adinda, D., & Marquet, P. (2018). Effects of blended learning teaching strategies on students’ self-direction. Proceedings of the International Conference on E-Learning (pp.1-9). Cape Town, South Africa.
- Albelbisi, N. A., & Yusop, F. D. (2019). Factors influencing learners’ self-regulated learning skills in a Massive Open Learning Online Course (MOOC) environment. Turkish Online Journal of Distance Education, 20(3), 1-16.
- Alkahtani, A. S. (2019). Effectiveness of electronic learning environment that uses active learning in developing producing digital stories skills among female students at Princess Nourah University. University of Tabuk Journal for Humanities and Social Sciences, 3, 211-229.
- Altanis, I, & Retalis, S. (2019). A multifaceted students’ performance assessment framework for motion-based game-making projects with Scratch. Educational Media International, 56(3), 201-217.
MALAYSIAN ELEMENTARY LEARNERS’ SELF-REGULATION, MOTIVATIONAL BELIEFS AND LEARNER CONTROL MOTIVATION WHEN EXPERIENCING ONLINE TUTORIALS
Abstract
Online learning is emphasised in the 21st century curricula as one of the efficient instructional practices that improves the learning ownership of contemporary learners. A key factor in ensuring success in learners’ online learning environments is the implementation of learner control. Learner control motivation is influenced by multiple interconnected beliefs and learner-directed learning practices. This study focuses on self-regulation strategies and motivational beliefs in the context of post-pandemic online tutorials. The aim of this study was to discover the influence of self-regulation strategies on learners’ motivational beliefs, and the impact of learners’ motivational beliefs on their learner control motivation when experiencing online tutorials. This study comprises 14 learners (age 9) from a Malaysian elementary school. Qualitative case study methodology was employed, using interviews and observations. The results of this study revealed a significant relationship between self-regulation and motivational beliefs in order to comprehend learners’ motivation for learner control when experiencing online tutorials. The results drew attention on self-regulation strategies to guide online instruction that underpins learners’ motivational beliefs and enhances learner control motivation.
References
- Adel, E., & Hussain, A. (2020). Relationships between self-regulated learning strategies, learning motivation and mathematics achievement. Cypriot Journal of Educational Sciences, 15(1), 104-111.
- Adinda, D., & Marquet, P. (2018). Effects of blended learning teaching strategies on students’ self-direction. Proceedings of the International Conference on E-Learning (pp.1-9). Cape Town, South Africa.
- Albelbisi, N. A., & Yusop, F. D. (2019). Factors influencing learners’ self-regulated learning skills in a Massive Open Learning Online Course (MOOC) environment. Turkish Online Journal of Distance Education, 20(3), 1-16.
- Alkahtani, A. S. (2019). Effectiveness of electronic learning environment that uses active learning in developing producing digital stories skills among female students at Princess Nourah University. University of Tabuk Journal for Humanities and Social Sciences, 3, 211-229.
- Altanis, I, & Retalis, S. (2019). A multifaceted students’ performance assessment framework for motion-based game-making projects with Scratch. Educational Media International, 56(3), 201-217.
Details
| Primary Language | English |
|---|---|
| Subjects | Lifelong learning |
| Journal Section | Articles |
| Authors | |
| Publication Date | January 1, 2024 |
| Submission Date | March 9, 2023 |
| Published in Issue | Year 2024 Volume: 25 Issue: 1 |