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Promoting Academic Motivation and Self-Regulation: Practical Guidelines for Online Instructors
PROCEEDINGS

, , University of Connecticut, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Learning on the Web requires considerable self-direction. In fact, several scholars (e.g., Dabbagh & Kitsantas, 2004; Garrison, 2003; Hartley & Bendixen, 2001) have made the case that online learners--to an even greater degree than traditional classroom students--require motivation and self-regulation to stay engaged, guide their cognition, and regulate their effort. The purpose of this article is to provide a summary of several key findings from recent empirical studies that used social cognitive views of self-regulation to understand the characteristics of successful online learners. Following each finding are practical, empirically-based guidelines that have emerged from these studies. Ultimately, this article encourages online teachers to consider and explicitly address their learners' academic motivation and self-regulation as they strive to provide engaging and effective online instruction.

Citation

Artino, A. & Ioannou, A. (2008). Promoting Academic Motivation and Self-Regulation: Practical Guidelines for Online Instructors. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 208-212). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 2, 2020 from .