Exploring the impact of students' motivation and self-regulation on the social nature of online learning experiences
by I-Chun Tsai; I-Pei Tung; James Laffey
International Journal of Learning Technology (IJLT), Vol. 8, No. 1, 2013

Abstract: This study is to explore how students' social experience of online learning is impacted by their motivation and self-regulation. Path analysis was employed to unfold the intertwined relationships among students' academic motivation, self-regulation, and social constructs of online learning. The results show that students' academic motivation has positive influence for students' social ability, sense of community, ease of use of social awareness notification tools, and learning satisfaction, while self-regulation was found to serve a central role between the relationships of ease of use and usefulness of notification tools to students' social ability and sense of community. Additional examination of sub constructs of motivation and self-regulation helped further understanding of how these constructs impact the social nature of online learning.

Online publication date: Mon, 31-Mar-2014

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