Abstract
Exploring higher education learners’ e-learning experiences and the challenges they encounter is required to equip them with necessary skills and strategies to attain their academic goals (Cooper & Corpus, 2009). By identifying the types of and the frequency of exposure to distractors, the study was specifically geared towards finding out the level of motivational self-regulated strategies, including volition and goal commitment strategies, employed against online distractors during e-learning by higher education learners. The data were gathered through a questionnaire developed after a comprehensive literature review and semi-structured interviews (n = 38). The questionnaire was completed by higher education learners (n = 279), who were found to implement goal commitment and volition strategies at moderate levels despite the high frequency of exposure to distractors. The overall findings imply that equipping learners with motivational e-learning strategies encompassing goal commitment and volition strategies is necessary. This will require more in-depth research conducted to explore the role of self-regulated strategies in predicting learner engagement in the context of online learning.
Highlights
Exploring higher education learners’ e-learning experiences and the challenges they encounter is required to equip them with necessary skills and strategies to attain their academic goals (Cooper & Corpus, 2009)
The present study aims to contribute to the educational research investigating the role of strategy implementation in e-learning contexts, which has become more important than ever during the COVID-19 pandemic period (Shea, 2020; Johnson, Veletsianos & Seaman, 2020)
By developing a questionnaire to identify the use of volition and goal commitment strategies against online distractors, the results are meant to encourage further research
Summary
Exploring higher education learners’ e-learning experiences and the challenges they encounter is required to equip them with necessary skills and strategies to attain their academic goals (Cooper & Corpus, 2009). The popularity of recent elearning programs stems from their interactive, repetitive, flexible, and customizable nature (Allen & Seaman, 2006; Arkorful & Abaidoo, 2015; Costley & Lange, 2018; Darling-Hammond et al, 2019; Ku & Chang, 2011; Lekawael, 2017; Slater & Davies, 2020; Waschull, 2001) This form of learning has been reported to provide various benefits for the new generation such as expanding access to more learning materials and sources (Hill, 2002; Hofmann, 2002; Li, 2007; Means et al, 2009); providing more affordable education opportunities for the learners that enhance active engagement (Katz & Yablon, 2002; Li, 2007); leading to higher achievement (Katz & Yablon, 2002; Rourke, 2001; Schrum, 2000); and maximizing the learning opportunities among several web-based tools, computer programs, MOOCs, or social media applications and platforms such as Facebook, Twitter, and Instagram (Abney et al, 2018; Aydin, 2012; Chawinga, 2017; Faizi et al, 2013; Fox & Bird, 2017; Wong et al, 2017; Xing, 2019)
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