Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course

Moon Heum Cho, Michele L. Heron

Research output: Contribution to journalArticlepeer-review

67 Scopus citations

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 languageEnglish (US)
Pages (from-to)80-99
Number of pages20
JournalDistance Education
Volume36
Issue number1
DOIs
StatePublished - Jan 2 2015
Externally publishedYes

Keywords

  • emotion
  • learning strategies
  • motivation
  • remedial online mathematics
  • self-regulated learning

ASJC Scopus subject areas

  • Education

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