The role of volition in distance education: An exploration of its capacities

During the past two decades, volition, defined as the ability to stay task-focused and ward off distractions, has become of special relevance for educational research and practice. It describes how decreased motivation or negative emotions can be dealt with by applying action control strategies. How...

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Autores principales:	Markus Deimann, Theo Bastiaens
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2010
Materias:	distance education learner support Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/ab155215b15740208a49f02b613a1a28
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spelling	oai:doaj.org-article:ab155215b15740208a49f02b613a1a282021-12-02T19:26:00ZThe role of volition in distance education: An exploration of its capacities10.19173/irrodl.v11i1.7781492-3831https://doaj.org/article/ab155215b15740208a49f02b613a1a282010-03-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/778https://doaj.org/toc/1492-3831During the past two decades, volition, defined as the ability to stay task-focused and ward off distractions, has become of special relevance for educational research and practice. It describes how decreased motivation or negative emotions can be dealt with by applying action control strategies. However, despite its potential, an important area of education has neglected volitional considerations: distance education (DE). This seems paradoxical because by its very nature distance education requires a great deal of persistence and effort that is volitional. Consequently, the present paper introduces a conceptual framework built on volitional theories; it aims to augment traditional perspectives and to analyse major challenges to DE, such as dropout rates. The paper reports results from a longitudinal study (September 2007-July 2009) that was conducted to determine the factorial structure of the Volitional Persona Test (VPT), an online instrument to assess volitional competence, and to obtain detailed information on students’ volitional competence at a large DE university and at numerous traditional universities in German-speaking countries. It was demonstrated that the construct of volition can be subdivided into distinct factors, volitional self-efficacy, consequence control, emotion control, and meta-cognition, which may enable the development of support systems that are tailored to learners’ individual needs. Implications for future research are discussed.Markus DeimannTheo BastiaensAthabasca University Pressarticledistance educationlearner supportSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 11, Iss 1 (2010)
institution	DOAJ
collection	DOAJ
language	EN
topic	distance education learner support Special aspects of education LC8-6691
spellingShingle	distance education learner support Special aspects of education LC8-6691 Markus Deimann Theo Bastiaens The role of volition in distance education: An exploration of its capacities
description	During the past two decades, volition, defined as the ability to stay task-focused and ward off distractions, has become of special relevance for educational research and practice. It describes how decreased motivation or negative emotions can be dealt with by applying action control strategies. However, despite its potential, an important area of education has neglected volitional considerations: distance education (DE). This seems paradoxical because by its very nature distance education requires a great deal of persistence and effort that is volitional. Consequently, the present paper introduces a conceptual framework built on volitional theories; it aims to augment traditional perspectives and to analyse major challenges to DE, such as dropout rates. The paper reports results from a longitudinal study (September 2007-July 2009) that was conducted to determine the factorial structure of the Volitional Persona Test (VPT), an online instrument to assess volitional competence, and to obtain detailed information on students’ volitional competence at a large DE university and at numerous traditional universities in German-speaking countries. It was demonstrated that the construct of volition can be subdivided into distinct factors, volitional self-efficacy, consequence control, emotion control, and meta-cognition, which may enable the development of support systems that are tailored to learners’ individual needs. Implications for future research are discussed.
format	article
author	Markus Deimann Theo Bastiaens
author_facet	Markus Deimann Theo Bastiaens
author_sort	Markus Deimann
title	The role of volition in distance education: An exploration of its capacities
title_short	The role of volition in distance education: An exploration of its capacities
title_full	The role of volition in distance education: An exploration of its capacities
title_fullStr	The role of volition in distance education: An exploration of its capacities
title_full_unstemmed	The role of volition in distance education: An exploration of its capacities
title_sort	role of volition in distance education: an exploration of its capacities
publisher	Athabasca University Press
publishDate	2010
url	https://doaj.org/article/ab155215b15740208a49f02b613a1a28
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The role of volition in distance education: An exploration of its capacities

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