Linkages between motivation, self-efficacy, self-regulated learning and preferences for traditional learning environments or those with an online component

• Published in: Digital culture & education Vol. 2; no. 2; pp. 128 - 143
• Main Authors: Daniel P. Auld, Fran C. Blumberg, Karen Clayton
• Format: Journal Article
• Language: English
• Published: Digital Culture & Education (DCE) 01.10.2010
• Subjects: Academic achievement; Achievement motivation; Blended learning; Choice of Learning Environment Survey (CLES); employment; Employment status; Face to face education; Flexible delivery; Goal orientation; Higher education; Independent study; Law students; Learning environment; learning environment preferences; Learning motivation; Learning strategies; Legal education; Motivated Strategies for Learning Questionnaire (MSLQ); Online learning; Patterns of Adaptive Learning Survey (PALS); professional students; Questionnaires; Self efficacy; Student attitudes; Student characteristics; United States
• ISSN: 1836-8301; 1836-8301

This study assessed 96 law school students' preferences for online, hybrid, or traditional learning environments, and their reasons for these preferences, learning strategies, and motivational orientations. A discriminant analysis revealed that non-traditional learning environment familiarity, self-efficacy, and employment status were the strongest predictors of preferences for non-traditional learning environments. Preferences for traditional environments were attributed to students' familiarity and ability to engage in and foster personal interaction. Preferences for hybrid and online environments were attributed to opportunities for enhanced learning given the convenience and flexible manner in which students with time and familial constraints could access these environments. [Author abstract]