MALAYSIAN ELEMENTARY LEARNERS’ SELF-REGULATION, MOTIVATIONAL BELIEFS AND LEARNER CONTROL MOTIVATION WHEN EXPERIENCING ONLINE TUTORIALS

Min Hui Leow; Rafiza Abdul Razak

Article Details

MALAYSIAN ELEMENTARY LEARNERS’ SELF-REGULATION, MOTIVATIONAL BELIEFS AND LEARNER CONTROL MOTIVATION WHEN EXPERIENCING ONLINE TUTORIALS

Authors:

Min Hui Leow | Rafiza Abdul Razak

Publisher:

Anadolu University

Main Topics:

Lifelong learning

Journal:

Turkish Online Journal of Distance Education Vol.25 Issue 1, pp.334-352

Document Type:

Article

Publication Date:

1/2024

Document Language:

English

Document ID (Org No.):

2001306930

pISSN:

1302-6488

Keywords:

Abstract:

 Online learning is emphasised in the 21st century curricula as one of the efficient instructional practices that improves the learning ownership of contemporary learners. A key factor in ensuring success in learners online learning environments is the implementation of learner control. Learner control motivation is influenced by multiple interconnected beliefs and learner-directed learning practices. This study focuses on self-regulation strategies and motivational beliefs in the context of post-pandemic online tutorials. The aim of this study was to discover the influence of self-regulation strategies on learners motivational beliefs, and the impact of learners motivational beliefs on their learner control motivation when experiencing online tutorials. This study comprises 14 learners age 9 from a Malaysian elementary school. Qualitative case study methodology was employed, using interviews and observations. The results of this study revealed a significant relationship between self-regulation and motivational beliefs in order to comprehend learners motivation for learner control when experiencing online tutorials. The results drew attention on self-regulation strategies to guide online instruction that underpins learners motivational beliefs and enhances learner control motivation.

 Online learning is emphasised in the 21st century curricula as one of the efficient instructional practices that improves the learning ownership of contemporary learners. A key factor in ensuring success in learners online learning environments is the implementation of learner control. Learner control motivation is influenced by multiple interconnected beliefs and learner-directed learning practices. This study focuses on self-regulation strategies and motivational beliefs in the context of post-pandemic online tutorials. The aim of this study was to discover the influence of self-regulation strategies on learners motivational beliefs, and the impact of learners motivational beliefs on their learner control motivation when experiencing online tutorials. This study comprises 14 learners age 9 from a Malaysian elementary school. Qualitative case study methodology was employed, using interviews and observations. The results of this study revealed a significant relationship between self-regulation and motivational beliefs in order to comprehend learners motivation for learner control when experiencing online tutorials. The results drew attention on self-regulation strategies to guide online instruction that underpins learners motivational beliefs and enhances learner control motivation.

 Online learning is emphasised in the 21st century curricula as one of the efficient instructional practices that improves the learning ownership of contemporary learners. A key factor in ensuring success in learners online learning environments is the implementation of learner control. Learner control motivation is influenced by multiple interconnected beliefs and learner-directed learning practices. This study focuses on self-regulation strategies and motivational beliefs in the context of post-pandemic online tutorials. The aim of this study was to discover the influence of self-regulation strategies on learners motivational beliefs, and the impact of learners motivational beliefs on their learner control motivation when experiencing online tutorials. This study comprises 14 learners age 9 from a Malaysian elementary school. Qualitative case study methodology was employed, using interviews and observations. The results of this study revealed a significant relationship between self-regulation and motivational beliefs in order to comprehend learners motivation for learner control when experiencing online tutorials. The results drew attention on self-regulation strategies to guide online instruction that underpins learners motivational beliefs and enhances learner control motivation.

 Online learning is emphasised in the 21st century curricula as one of the efficient instructional practices that improves the learning ownership of contemporary learners. A key factor in ensuring success in learners online learning environments is the implementation of learner control. Learner control motivation is influenced by multiple interconnected beliefs and learner-directed learning practices. This study focuses on self-regulation strategies and motivational beliefs in the context of post-pandemic online tutorials. The aim of this study was to discover the influence of self-regulation strategies on learners motivational beliefs, and the impact of learners motivational beliefs on their learner control motivation when experiencing online tutorials. This study comprises 14 learners age 9 from a Malaysian elementary school. Qualitative case study methodology was employed, using interviews and observations. The results of this study revealed a significant relationship between self-regulation and motivational beliefs in order to comprehend learners motivation for learner control when experiencing online tutorials. The results drew attention on self-regulation strategies to guide online instruction that underpins learners motivational beliefs and enhances learner control motivation.

Article Details

MALAYSIAN ELEMENTARY LEARNERS’ SELF-REGULATION, MOTIVATIONAL BELIEFS AND LEARNER CONTROL MOTIVATION WHEN EXPERIENCING ONLINE TUTORIALS

Authors:

Min Hui Leow | Rafiza Abdul Razak

Publisher:

Anadolu University

Main Topics:

Lifelong learning

Journal:

Turkish Online Journal of Distance Education Vol.25 Issue 1, pp.334-352

Document Type:

Article

Publication Date:

1/2024

Document Language:

English

Document ID (Org No.):

2001306930

pISSN:

1302-6488

Online tutorials

learner control

self-regulation

motivation

elementary education

Issues

Article Details

MALAYSIAN ELEMENTARY LEARNERS’ SELF-REGULATION, MOTIVATIONAL BELIEFS AND LEARNER CONTROL MOTIVATION WHEN EXPERIENCING ONLINE TUTORIALS

Authors: Min Hui Leow | Rafiza Abdul Razak

Publisher: Anadolu University

Main Topics: Lifelong learning

Journal: Turkish Online Journal of Distance Education Vol.25 Issue 1, pp.334-352

Document Type: Article

Publication Date: 1/2024

Document Language: English

Document ID (Org No.): 2001306930

pISSN: 1302-6488

Online tutorials

learner control

self-regulation

motivation

elementary education

Issues

Authors:

Min Hui Leow | Rafiza Abdul Razak

Publisher:

Anadolu University

Main Topics:

Lifelong learning

Journal:

Turkish Online Journal of Distance Education Vol.25 Issue 1, pp.334-352

Document Type:

Article

Publication Date:

1/2024

Document Language:

English

Document ID (Org No.):

2001306930

pISSN:

1302-6488