Abstract
Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We investigated the role of SRL, specifically motivation, emotion, and learning strategies, in students’ learning experiences in a remedial online mathematics course. With an online survey of 229 college students, we found that student motivation explained a small portion of variance in achievement; whereas student motivation and emotion explained a significant portion of variance in satisfaction. In addition, significant differences in motivation and emotion were found in passing and nonpassing students; however, learning strategies did not influence student achievement and satisfaction. Implications for teaching and learning in self-paced online remedial mathematics courses are discussed.
Original language | English (US) |
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Pages (from-to) | 80-99 |
Number of pages | 20 |
Journal | Distance Education |
Volume | 36 |
Issue number | 1 |
DOIs | |
State | Published - Jan 2 2015 |
Externally published | Yes |
Keywords
- emotion
- learning strategies
- motivation
- remedial online mathematics
- self-regulated learning
ASJC Scopus subject areas
- Education