Linkages between motivation, self-efficacy, self-regulated learning and preferences for traditional learning environments or those with an online component
This study assessed 96 law school students’ preferences for online, hybrid, or traditional learning environments, and their reasons for these preferences, learning strategies, and motivational orientations. A discriminant analysis revealed that non-traditional learning environment familiarity, self...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Digital Culture & Education (DCE)
2010-10-01
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| Series: | Digital Culture & Education |
| Subjects: | |
| Online Access: | http://www.digitalcultureandeducation.com/cms/wp-content/uploads/2010/10/DCE_1021_Auld.pdf |
| _version_ | 1797368217127092224 |
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| author | Daniel Auld Fran C. Blumberg Karen Clayton |
| author_facet | Daniel Auld Fran C. Blumberg Karen Clayton |
| author_sort | Daniel Auld |
| collection | DOAJ |
| description | This study assessed 96 law school students’ preferences for online, hybrid, or traditional learning environments, and their reasons for these preferences, learning strategies, and motivational orientations. A discriminant analysis revealed that non-traditional learning environment familiarity, self-efficacy, and employment status were the strongest predictors of preferences for non-traditional learning environments. Preferences for traditional environments were attributed to students’ familiarity and ability to engage in and foster personal interaction. Preferences for hybrid and online environments were attributed to opportunities for enhanced learning given the convenience and flexible manner in which students with time and familial constraints could access these environments. |
| first_indexed | 2024-03-08T17:29:28Z |
| format | Article |
| id | doaj.art-2b563708e84f44949033528738de06f3 |
| institution | Directory Open Access Journal |
| issn | 1836-8301 |
| language | English |
| last_indexed | 2024-03-08T17:29:28Z |
| publishDate | 2010-10-01 |
| publisher | Digital Culture & Education (DCE) |
| record_format | Article |
| series | Digital Culture & Education |
| spelling | doaj.art-2b563708e84f44949033528738de06f32024-01-02T16:10:59ZengDigital Culture & Education (DCE)Digital Culture & Education1836-83012010-10-0122128143Linkages between motivation, self-efficacy, self-regulated learning and preferences for traditional learning environments or those with an online componentDaniel AuldFran C. BlumbergKaren ClaytonThis study assessed 96 law school students’ preferences for online, hybrid, or traditional learning environments, and their reasons for these preferences, learning strategies, and motivational orientations. A discriminant analysis revealed that non-traditional learning environment familiarity, self-efficacy, and employment status were the strongest predictors of preferences for non-traditional learning environments. Preferences for traditional environments were attributed to students’ familiarity and ability to engage in and foster personal interaction. Preferences for hybrid and online environments were attributed to opportunities for enhanced learning given the convenience and flexible manner in which students with time and familial constraints could access these environments.http://www.digitalcultureandeducation.com/cms/wp-content/uploads/2010/10/DCE_1021_Auld.pdfAchievement motivationemploymentlearning environment preferenceslearning strategiesonline learningprofessional studentsself-efficacy. |
| spellingShingle | Daniel Auld Fran C. Blumberg Karen Clayton Linkages between motivation, self-efficacy, self-regulated learning and preferences for traditional learning environments or those with an online component Digital Culture & Education Achievement motivation employment learning environment preferences learning strategies online learning professional students self-efficacy. |
| title | Linkages between motivation, self-efficacy, self-regulated learning and preferences for traditional learning environments or those with an online component |
| title_full | Linkages between motivation, self-efficacy, self-regulated learning and preferences for traditional learning environments or those with an online component |
| title_fullStr | Linkages between motivation, self-efficacy, self-regulated learning and preferences for traditional learning environments or those with an online component |
| title_full_unstemmed | Linkages between motivation, self-efficacy, self-regulated learning and preferences for traditional learning environments or those with an online component |
| title_short | Linkages between motivation, self-efficacy, self-regulated learning and preferences for traditional learning environments or those with an online component |
| title_sort | linkages between motivation self efficacy self regulated learning and preferences for traditional learning environments or those with an online component |
| topic | Achievement motivation employment learning environment preferences learning strategies online learning professional students self-efficacy. |
| url | http://www.digitalcultureandeducation.com/cms/wp-content/uploads/2010/10/DCE_1021_Auld.pdf |
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