Learners’ goal profiles and their learning patterns over an academic year

The present study aimed to examine distance learners’ goal profiles and their contrasting patterns of learning and achievements at three different points during an academic year, i.e. in the beginning of the course in relation to learners’ general orientations to learning, at the middle of the cour...

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Autor principal:	Clarence Ng
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2015
Materias:	motivation goals distance learners Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/aeb7af53c622454e8a29cb0d95339afc
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spelling	oai:doaj.org-article:aeb7af53c622454e8a29cb0d95339afc2021-12-02T16:59:54ZLearners’ goal profiles and their learning patterns over an academic year10.19173/irrodl.v16i3.19511492-3831https://doaj.org/article/aeb7af53c622454e8a29cb0d95339afc2015-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1951https://doaj.org/toc/1492-3831 The present study aimed to examine distance learners’ goal profiles and their contrasting patterns of learning and achievements at three different points during an academic year, i.e. in the beginning of the course in relation to learners’ general orientations to learning, at the middle of the course in relation to learners’ completion of an assignment, and towards the end of the course in relation to learners’ preparation for course examination. Two hundred seventy-six adult distance learners completed three survey questionnaires that assessed their motivation and learning at these three learning points. Using person-centred analytical procedures, this study located four groups of learners based on different combinations of mastery and performance-approach goals. MANOVA results have shown that multiple-goal learners (High mastery/High performance, HH) who held strong mastery and performance-approach goals used more deep and regulatory strategies and showed a higher level of learning interest across three waves of surveys than did those focusing solely on mastery (HL) or performance-approach goals (LH). However, the multiple-goal learners did not have better achievement levels compared to those focusing solely on mastery goals (HL). Given that multiple goal learners learnt with a more engaged pattern, it is less likely that these motivated learners will drop out of distance learning courses and programs. Future studies should explore how these goals can be promoted simultaneously in distance learning. Clarence NgAthabasca University Pressarticlemotivationgoalsdistance learnersSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 16, Iss 3 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	motivation goals distance learners Special aspects of education LC8-6691
spellingShingle	motivation goals distance learners Special aspects of education LC8-6691 Clarence Ng Learners’ goal profiles and their learning patterns over an academic year
description	The present study aimed to examine distance learners’ goal profiles and their contrasting patterns of learning and achievements at three different points during an academic year, i.e. in the beginning of the course in relation to learners’ general orientations to learning, at the middle of the course in relation to learners’ completion of an assignment, and towards the end of the course in relation to learners’ preparation for course examination. Two hundred seventy-six adult distance learners completed three survey questionnaires that assessed their motivation and learning at these three learning points. Using person-centred analytical procedures, this study located four groups of learners based on different combinations of mastery and performance-approach goals. MANOVA results have shown that multiple-goal learners (High mastery/High performance, HH) who held strong mastery and performance-approach goals used more deep and regulatory strategies and showed a higher level of learning interest across three waves of surveys than did those focusing solely on mastery (HL) or performance-approach goals (LH). However, the multiple-goal learners did not have better achievement levels compared to those focusing solely on mastery goals (HL). Given that multiple goal learners learnt with a more engaged pattern, it is less likely that these motivated learners will drop out of distance learning courses and programs. Future studies should explore how these goals can be promoted simultaneously in distance learning.
format	article
author	Clarence Ng
author_facet	Clarence Ng
author_sort	Clarence Ng
title	Learners’ goal profiles and their learning patterns over an academic year
title_short	Learners’ goal profiles and their learning patterns over an academic year
title_full	Learners’ goal profiles and their learning patterns over an academic year
title_fullStr	Learners’ goal profiles and their learning patterns over an academic year
title_full_unstemmed	Learners’ goal profiles and their learning patterns over an academic year
title_sort	learners’ goal profiles and their learning patterns over an academic year
publisher	Athabasca University Press
publishDate	2015
url	https://doaj.org/article/aeb7af53c622454e8a29cb0d95339afc
work_keys_str_mv	AT clarenceng learnersgoalprofilesandtheirlearningpatternsoveranacademicyear
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Learners’ goal profiles and their learning patterns over an academic year

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