Malaysian elementary learners' self-regulation, motivational beliefs and learner control motivation when experiencing online tutorials
Document Type
Article
Publication Date
1-1-2024
Abstract
Online learning is emphasised in the 21st century curricula as one of the efficient instructional practices that improves the learning ownership of contemporary learners. A key factor in ensuring success in learners’ online learning environments is the implementation of learner control. Learner control motivation is influenced by multiple interconnected beliefs and learner-directed learning practices. This study focuses on self-regulation strategies and motivational beliefs in the context of post-pandemic online tutorials. The aim of this study was to discover the influence of self-regulation strategies on learners’ motivational beliefs, and the impact of learners’ motivational beliefs on their learner control motivation when experiencing online tutorials. This study comprises 14 learners (age 9) from a Malaysian elementary school. Qualitative case study methodology was employed, using interviews and observations. The results of this study revealed a significant relationship between self-regulation and motivational beliefs in order to comprehend learners’ motivation for learner control when experiencing online tutorials. The results drew attention on self-regulation strategies to guide online instruction that underpins learners’ motivational beliefs and enhances learner control motivation. © 2024, Anadolu Universitesi. All rights reserved.
Keywords
Elementary education, Learner control, Motivation, Online tutorials, Self-regulation
Divisions
Education
Publication Title
Turkish Online Journal of Distance Education
Volume
25
Issue
1
Publisher
Anadolu Universitesi