Article PDF
Explore related subjects
Discover the latest articles, news and stories from top researchers in related subjects.Avoid common mistakes on your manuscript.
References
Abrami, P. C., & Bernard, R. M. (2006). Research on distance education: In defense of field experiments. Distance Education, 24, 5–26.
Allen, I. E., & Seaman, J. (2007). Online nation: Five years of growth in online learning. Retrieved December 24, 2007, from http://www.sloan-c.org/publications/survey/pdf/online_nation.pdf
American Psychological Association (APA). (1997). Learner-centered psychological principles: A framework for school redesign and reform. Washington, D.C.: APA Presidential Task Force on Psychology in Education. Retrieved July 11, 2006, from http://www.apa.org/ed/lcp2/ lcp14.html
Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks 5(2), 1–17.
Artino, A. R. (2004). A model for designing online collaborative learning. Distance Learning, 1(4), 23–28.
Artino, A. R. (2007a). Online military training: Using a social cognitive view of motivation and self-regulation to understand students’ satisfaction, perceived learning, and choice. Quarterly Review of Distance Education, 8, 191–202.
Artino, A. R. (2007b). Self-regulated learning in online education: A review of the empirical literature. International Journal of Instructional Technology and Distance Learning, 4(6), 3–18.
Artino, A. R. (in press). Motivational beliefs and perceptions of instructional quality: Predicting satisfaction with online training. Journal of Computer Assisted Learning.
Artino, A. R., & Stephens, J. M. (2006). Learning online: Motivated to self-regulate? Academic Exchange Quarterly, 10(4), 176–182.
Artino, A. R., & Stephens, J. M. (2007, October). Motivation and self-regulation in online courses: A comparative analysis of undergraduate and graduate students. Paper presented at the annual meeting of the Association for Educational Communications and Technology, Anaheim, CA.
Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students’ engagement in schoolwork. British Journal of Educational Psychology, 72, 261–278.
Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist, 40, 199–209.
Azevedo, R. Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29, 344–370.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
Bangert, A. W. (2004). The seven principles of good practice: A framework for evaluating online teaching. Internet and Higher Education, 7, 217–232.
Bell, P. D., & Akroyd, D. (2006). Can factors related to self-regulated learning predict learning achievement in undergraduate asynchronous Web-based courses? International Journal of Instructional Technology and Distance Learning, 3(10), 5–16.
Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M., & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74, 379–439.
Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds). (2000). Handbook of self-regulation. San Diego: Academic.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
Cennamo, K. S., Ross, J. D., & Rogers, C. S. (2002). Evolution of a Web-enhanced course incorporating strategies for selfregulation. Educause Quarterly, 25(1), 28–33.
Christopher, M. M., Thomas, J. A., & Tallent-Runnels, M. K. (2004). Raising the bar: Encouraging high level thinking in online discussion forums. Roeper Review, 26(3), 166–171.
Corno, L., & Randi, J. (1999). A design theory for classroom instruction in selfregulated learning? In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory, Vol. II (pp. 293–318). Mahwah, NJ: Lawrence Erlbaum Associates.
Curda, S. K., & Curda, L. K. (2003). Advanced distributed learning: A paradigm shift for military education. Quarterly Review of Distance Education, 4, 1–14.
Dabbagh, N., & Bannan-Ritland, B. (2005). Online learning: Concepts, strategies, and application. Upper Saddle River, NJ: Pearson Education, Inc.
Dabbagh, N., & Kitsantas, A. (2004). Supporting self-regulation in student-centered Webbased learning environments. International Journal on E-Learning, 3(1), 40–47.
Dabbagh, N., & Kitsantas, A. (2005). Using Web-based pedagogical tools as scaffolds for self-regulated learning. Instructional Science, 33, 513–540.
Davis, E. A., & Linn, M. C. (2000). Scaffolding students’ knowledge integration: Prompt for reflection in KIE. International Journal of Science Education, 22, 819–837.
Dillon, C., & Greene, B. (2003). Learner differences in distance learning: Finding differences that matter. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (pp. 235–244). Mahwah, NJ: Lawrence Erlbaum Associates.
Eccles, J., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectancyrelated beliefs. Personality and Social Psychology Bulletin, 21, 215–225.
Fletcher, J. D., Tobias, S., & Wisher, R. A. (2007). Learning anytime, anywhere: Advanced distributed learning and the changing face of education. Educational Researcher, 36, 96–102.
Garrison, D. R. (2003). Self-directed learning and distance education. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (pp. 161–168). Mahwah, NJ: Lawrence Erlbaum Associates.
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking and computer conferencing: A model and tool to access cognitive presence. American Journal of Distance Education, 15, 7–23.
Gibson, C. C. (2003) Learners and learning: The need for theory. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (pp. 147–160). Mahwah, NJ: Lawrence Erlbaum Associates.
Greene, J. A., & Azevedo, R. (2007). A theoretical review of Winne and Hadwin’s model of self-regulated learning: New perspectives and directions. Review of Educational Research, 77, 334–372.
Hara, N., Bonk, C. J., & Angeli, C. (2000). Content analysis of online discussion in an applied educational psychology course. Instructional Science, 28, 115–152.
Hartley, K., & Bendixen, L. D. (2001). Educational research in the Internet age: Examining the role of individual characteristics. Educational Researcher, 30(9), 22–26.
Hiltz, S. R. (1997). Impacts of college-level courses via asynchronous learning networks: Some preliminary results. Journal of Asynchronous Learning Networks, 1(2), 1–19.
Hodges, C. B. (2005). Self-regulation in Webbased courses: A review and the need for research. Quarterly Review of Distance Education, 6, 375–383.
Hsu, J. T. (1997). Value, expectancy, metacognition, resourced management, and academic achievement: A structural model of self-regulated learning in a distance education context. Dissertation Abstracts International, 59(5), 1458. (UMI No. 9835152)
Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (5th ed.). Boston: Allyn & Bacon.
Joo, Y., Bong, M., & Choi, H. (2000). Selfefficacy for self-regulated learning, academic self-efficacy, and Internet self-efficacy in Web-based instruction. Educational Technology Research and Development, 48(2), 5–17.
Justice, E. M., & Dornan, T. M. (2001). Metacognitive differences between traditional-age and nontraditionalage college students. Adult Education Quarterly, 51, 236–249.
Kauffman, D. F. (2004). Self-regulated learning in Web-based environments: Instructional tools designed to facilitate cognitive strategies use, metacognitive processing, and motivational beliefs. Journal of Educational Computer Research, 31, 139–161.
Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions in Teaching and Learning, 78, 39–47.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41, 75–86.
Kollar, I., & Fischer, F. (2006). Supporting selfregulated learners for a while and what computers can contribute. Journal of Educational Computing Research, 35, 425–435.
Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behavior, 19, 335–353.
Larreamendy-Joerns, J., & Leinhardt, G. (2006). Going the distance with online education. Review of Educational Research, 76, 567–605.
Lee, C. (2002). The impact of self-efficacy and task value on satisfaction and performance in a Web-based course. Dissertation Abstracts International, 63(05), 1798. (UMI No. 3054599)
Ley, K., & Young, D. B. (2001). Instructional principles for self-regulation. Educational Technology Research and Development, 49(2), 93–103.
Lim, C. K. (2001). Computer self-efficacy, academic self-concept, and other predictors of satisfaction and future participation of adult distance learners. American Journal of Distance Education, 15, 41–51.
Liu, X., Bonk, C. J., Magjuka, R. J., Lee, S., Su, B. (2005). Exploring four dimensions of online instructor roles: A program level case study. Journal of Asynchronous Learning Networks 9(4), 29–48.
Locke E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice-Hall.
Locke E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57, 705–717.
Lynch, R., & Dembo, M. (2004). The relationship between self-regulation and online learning in a blended learning context. [Electronic version]. International Review of Research in Open and Distance Learning, 5(2).
Martin, J. (2004). Self-regulated learning, social cognitive theory, and agency. Educational Psychologist, 39, 135–145.
Mayer, R. E. (2004). Should there be a threestrikes rule again pure discovery learning? The case for guided methods of instruction. American Psychologist, 59(1), 14–19.
McLoughlin, C. (2002). Learner support in distance and networked learning environments: Ten dimensions for successful design. Distance Education, 23, 149–162.
Miltiadou, M., & Savenye, W. C. (2003). Applying social cognitive constructs of motivation to enhance student success in online distance education. Association for the Advancement of Computing in Education Journal, 11(1), 78–95.
Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.). Belmont, CA: Wadsworth.
Niemi, H., Nevgi, A., & Virtanen, P. (2003). Towards self-regulation in web-based learning. Journal of Educational Media, 28, 49–72.
Phipps, R., & Merisotis, J. (1999). What’s the difference? A review of contemporary research on the effectiveness of distance learning in higher education. Washington, DC: The Institute for Higher Education Policy.
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459–470.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego: Academic.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667–686.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801–813.
Puustinen, M., & Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45, 269–286
Richardson, J. C., & Newby, T. (2006). The role of students’ cognitive engagement in online learning. American Journal of Distance Education, 20, 23–37.
Rivera, R. J., & Paradise, A. (2006). State of the industry in leading enterprises: ASTD’s annual review of trends in workplace learning and performance. Retrieved October 26, 2007, from http://www.astd.org/NR/rdonlyres/0A1BE935-3905-4B09-B517-6CC5B41E2AC5/12314/ stateofindustry_Execsum.pdf
Rovai, A. P. (2003). Strategies for grading online discussions: Effects on discussions and classroom community in Internetbased university course. Journal of Computing in Higher Education, 15(1), 89–107.
Russell, T. L. (1999). The no significant difference phenomena. Chapel Hill, NC: Office of Instructional Telecommunications, North Carolina State University.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207–231.
Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40, 85–94.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Upper Saddle River, NJ: Pearson Education.
Schunk, D. H., & Zimmerman, B. J. (Eds.). (1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum Associates.
Schunk, D. H., & Zimmerman, B. J. (Eds.). (1998). Self-regulated learning: From teaching to self-reflective practice. New York: The Guilford Press.
Shea, P., Li, C. S., Swan, K., & Pickett, A. (2005). Developing learning community in online asynchronous college courses: The role of teaching presence. Journal of Asynchronous Learning Networks 9(4), 59–82.
Spatariu, A., Hartley, K., Schraw, G., Bendixen, L. D., & Quinn, L. F. (2007). The influence of the discussion leader procedure on the quality of arguments in online discussions. Journal of Educational Computing Research, 37, 83–103.
Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76, 93–135.
Wang, S., & Lin, S. S. J. (2007). The application of social cognitive theory to webbased learning through NetPorts. British Journal of Educational Technology, 38, 600–612.
Wang, A. Y., & Newlin, M. H. (2002). Predictors of web-student performance: The role of self-efficacy and reasons for taking an online class. Computers in Human Behavior, 18, 151–163.
Weinstein, C. E., Schulte, A., & Palmer, D. (1987). LASSI: Learning and study strategies inventory. Clearwater, FL: H & H Publishing.
Whipp, J. L., & Chiarelli, S. (2004). Self-regulation in a web-based course: A case study. Educational Technology Research and Development, 52(4), 5–22.
Williams, P. E., & Hellman, C. M. (2004). Differences in self-regulation for online learning between first- and second-generation college students. Research in Higher Education, 45, 71–82.
Winters, F. I., & Azevedo, R. (2005). High school students’ regulation of learning during computer-based science inquiry. Journal of Educational Computing Research, 33, 189–217.
Woo, Y, & Reeves, T. C. (2007). Meaningful interaction in web-based learning: A social constructivist interpretation. Internet and Higher Education, 10, 15–25.
Zhao, Y., Lei, J., Yan, B., Lai, C., & Tan, H. S. (2005). What makes the difference? A practical analysis of research on the effectiveness of distance education. Teachers College Record, 107, 1836–1884.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic.
Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of selfregulated learning strategies. American Educational Research Journal, 23, 614–628.
Rights and permissions
About this article
Cite this article
Promoting Academic Motivation and Self-Regulation: Practical Guidelines for Online Instructors. TECHTRENDS TECH TRENDS 52, 37–45 (2008). https://doi.org/10.1007/s11528-008-0153-x
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11528-008-0153-x