Graduation Year
2006
Document Type
Dissertation
Degree
Ph.D.
Degree Granting Department
Secondary Education
Major Professor
James White, Ph.D.
Keywords
Education, Learning, Instruction, Distance learning, Self-efficacy
Abstract
The purpose of this study was to examine the goal conflicts, self-regulation, and course completion of post-secondary learners and to compare these factors in distance and traditional learners. Participants completed a self-report survey given on-line to those who had Internet access and administered in paper format to students in traditional classrooms. Procrastination, socializing, and employment were the most common goal conflicts reported by participants. Significantly more web-based students than traditional students were employed and were employed more average hours. Web-based students also had more children under the age of 12 than did traditional students. A significantly greater percentage of web-based participants than traditional students passed the courses included in this study. Web-based participants reported a significantly greater amount of self-regulation than did traditional students. Contacting the instructor for help and analyzing assignments contributed significantly to passing courses included in this study. Distinctions between distance learners and traditional learners are becoming less clear since some traditional courses have begun to offer web completion as an option. Many students who live on or near campus and who are otherwise traditional students now include web-based courses in their schedule.
Scholar Commons Citation
Moore, Barbara, "Goal conflicts, self-regulation, and course completion: A comparison of web-based learners to traditional classroom learners" (2006). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/2635
