Social integration, motivational orientation, and self-regulated learning strategies of online versus face-to-face theological seminary biblical language students
Joel E. Harlow, The University of North Carolina at Greensboro, United States
The University of North Carolina at Greensboro . Awarded
The last few years have seen a flood of courses on the Internet in higher education. This increase has seen institutional stakeholders wrestle with decisions about committing funds, faculty, staff, and other resources to this new educational forum, in the midst of uncertainties about its effectiveness. In particular, persistence and other motivational problems in Web-based instruction have been reported.
This study compared 184 theological seminary students taking Greek or Hebrew either online (N=64) or in the classroom (N=120), and at either a high or low level of social integration (as measured by Kember's DESP), on their motivational orientation and self-regulated learning strategies (as measured by the MSLQ).
2 x 2 ANOVAs revealed that, while level of social integration did not significantly impact motivational orientation and self-regulated learning strategies, course format did: online students scored significantly higher on intrinsic value, self-efficacy, organization, and metacognitive self-regulation.
These findings suggest that course format---in and of itself---may not be a key factor in student motivation and learning.
Harlow, J.E. Social integration, motivational orientation, and self-regulated learning strategies of online versus face-to-face theological seminary biblical language students. Ph.D. thesis, The University of North Carolina at Greensboro.
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