This study investigates possible relationships among motivational and learning variables (interest, self-efficacy, and self-regulation) and three types of student engagement (behavioral engagement, emotional engagement, and cognitive engagement) in a distance education setting. Participants were 203 students enrolled in online classes in the fall semester of 2008 in the Schools of Gerontology and Engineering at a university in the southwestern U.S. who completed an online survey assessing their levels of situational interest, computer self-efficacy, self-regulation, and engagement in distance education. Situational interest and self-regulation were found to be significantly correlated with three types of engagement (behavioral, emotional, and cognitive), while computer self-efficacy did not appear to be associated with any of those engagement variables. Results suggested that online activities and tools such as multimedia and discussion boards may increase student engagement in online learning, although they do not necessarily increase behavioral or cognitive engagement; that educators should identify students who are taking online courses for the first time and provide necessary technical help to increase their emotional engagement; and that it is important for educators to offer students strategies for increasing their self-regulation in distance education environments.
|Advisor:||Rueda, Robert S.|
|Commitee:||O'Neil, Harold F., Walsh, John P.|
|School:||University of Southern California|
|Department:||Education(Psychology and Technology)|
|School Location:||United States -- California|
|Source:||DAI-A 70/07, Dissertation Abstracts International|
|Subjects:||Educational psychology, Educational technology, Information science|
|Keywords:||Computer self-efficacy, Distance education, Distance learning, Engagement, Interest, Motivation, Online learning, Self-regulation|
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