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

Authors : Min Hui Leow, Rafiza Abdul Razak

Pages : 334-352

Doi:10.17718/tojde.1262408

View : 125 | Download : 128

Publication Date : 2024-01-01

Article Type : Research Paper

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.
Keywords : Online tutorials, learner control, self regulation, motivation, elementary education

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