Preparing Students for Success in Blended Learning Environments: Future Oriented Motivation and Self-Regulation
Beschreibung
vor 17 Jahren
Blended learning (semi-virtual) environments provide an alternative
format to pure onsite or online learning environments combining the
advantages of both formats for optimal teaching and learning. An
innovative method and for fostering and encouraging student success
in learning environments using online formats is to incorporate
aspects of student future orientation into instruction. Using
social cognitive theory as a framework, this paper presents a
program of research examining whether perceptions of student
motivation, self-regulation, goal orientation, and future time
perspective (FTP) can be positively influenced through future
oriented instruction in a blended learning environment at a German
university. This research contributes to the body of literature on
FTP with its focus on the operation of FTP as a topic of
instruction and through the longitudinal examination (2 semesters)
of student self perceptions. Multiple analysis of variance and
regression analysis were conducted on the three groups of
first-year university students receiving future oriented,
non-future oriented, or no (control measure) instruction. The
findings support previous research regarding the relationship
between perceived FTP and learning process factors such as
motivation and self-regulation. Furthermore, the findings indicate
that future oriented instruction benefits students in terms of
goal-orientation, motivation and self-regulation, increasing the
chances for successful participation in blended learning
environments.
format to pure onsite or online learning environments combining the
advantages of both formats for optimal teaching and learning. An
innovative method and for fostering and encouraging student success
in learning environments using online formats is to incorporate
aspects of student future orientation into instruction. Using
social cognitive theory as a framework, this paper presents a
program of research examining whether perceptions of student
motivation, self-regulation, goal orientation, and future time
perspective (FTP) can be positively influenced through future
oriented instruction in a blended learning environment at a German
university. This research contributes to the body of literature on
FTP with its focus on the operation of FTP as a topic of
instruction and through the longitudinal examination (2 semesters)
of student self perceptions. Multiple analysis of variance and
regression analysis were conducted on the three groups of
first-year university students receiving future oriented,
non-future oriented, or no (control measure) instruction. The
findings support previous research regarding the relationship
between perceived FTP and learning process factors such as
motivation and self-regulation. Furthermore, the findings indicate
that future oriented instruction benefits students in terms of
goal-orientation, motivation and self-regulation, increasing the
chances for successful participation in blended learning
environments.
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