Relevance of students' goals for learning engagement and knowledge gains in an online learning course
- Online courses are an important form of educational delivery worldwide, yet there are large differences in how well different participants learn from them. We strive to better understand these differences and investigate how they are related to participants’ motivations and learning gains. Following an achievement goal approach, we distinguish between two mastery goals (task and learning goals) and performance approach and avoidance goals. We constructed an online course including 182 undergraduates and assessed their goals and prior knowledge before, and their knowledge gains after the course. Through learning analytics, we assessed learning engagement based on 9 indicators concerning usage, time, and clicks regarding the different course elements. Structural equation modelling showed that task goals were particularly beneficial for learning engagement, and in turn, learning gains. This paints a more nuanced picture of how mastery goals matter and illuminates how students’ goals formOnline courses are an important form of educational delivery worldwide, yet there are large differences in how well different participants learn from them. We strive to better understand these differences and investigate how they are related to participants’ motivations and learning gains. Following an achievement goal approach, we distinguish between two mastery goals (task and learning goals) and performance approach and avoidance goals. We constructed an online course including 182 undergraduates and assessed their goals and prior knowledge before, and their knowledge gains after the course. Through learning analytics, we assessed learning engagement based on 9 indicators concerning usage, time, and clicks regarding the different course elements. Structural equation modelling showed that task goals were particularly beneficial for learning engagement, and in turn, learning gains. This paints a more nuanced picture of how mastery goals matter and illuminates how students’ goals form a relevant premise for successful online learning.…
| Author: | Martin DaumillerORCiDGND, Raven RinasORCiDGND, Markus DreselORCiDGND |
|---|---|
| Frontdoor URL | https://opus.bibliothek.uni-augsburg.de/opus4/116206 |
| URL: | https://repository.isls.org//handle/1/8833 |
| Parent Title (English): | Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 |
| Publisher: | International Society of the Learning Sciences (ISLS) |
| Editor: | C. Chinn, E. Tan, C. Chan, Y. Kali |
| Type: | Conference Proceeding |
| Language: | English |
| Date of Publication (online): | 2024/10/26 |
| Year of first Publication: | 2022 |
| Publishing Institution: | Universität Augsburg |
| Release Date: | 2024/10/28 |
| First Page: | 51 |
| Last Page: | 58 |
| Institutes: | Philosophisch-Sozialwissenschaftliche Fakultät |
| Philosophisch-Sozialwissenschaftliche Fakultät / Psychologie | |
| Philosophisch-Sozialwissenschaftliche Fakultät / Psychologie / Lehrstuhl für Psychologie | |
| Nachhaltigkeitsziele | |
| Nachhaltigkeitsziele / Ziel 4 - Hochwertige Bildung | |
| Dewey Decimal Classification: | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
