Synchronous distance learning: Effects of interest and achievement goals on police students’ learning engagement and outcomes

Hefter MH, Nitsch H (2024)
Education Sciences 14(2): 118.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
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Autor*in
Hefter, Markus H.UniBi ; Nitsch, Holger
Abstract / Bemerkung
Online learning has boomed, especially in synchronous settings. Questions remain open regarding the influence of interruptions and learner factors such as interest and achievement goals on learning engagement and outcomes. To address these questions, the present field study relied on a synchronous online course and evaluated it with a sample of 136 police students (Mage = 29.58 years). Not only did the online course foster students’ self-efficacy, it was also given similarly high evaluations to previous offline iterations of the course. Furthermore, the students’ self-perceived learning gains correlated highly with actual test performance. Their interest was a positive predictor of these learning gains, whereas work avoidance goals were a negative predictor of learning gains. Learning engagement mediated these effects. Finally, learning outcomes and interruptions were negatively associated. Our results imply that instructors should consider interest and achievement goals as important learning predictors, as well as the detrimental effects of interruptions on learning outcomes.
Erscheinungsjahr
2024
Zeitschriftentitel
Education Sciences
Band
14
Ausgabe
2
Art.-Nr.
118
eISSN
2227-7102
Finanzierungs-Informationen
Open-Access-Publikationskosten wurden durch die Universität Bielefeld gefördert.
Page URI
https://pub.uni-bielefeld.de/record/2986401

Zitieren

Hefter MH, Nitsch H. Synchronous distance learning: Effects of interest and achievement goals on police students’ learning engagement and outcomes. Education Sciences. 2024;14(2): 118.
Hefter, M. H., & Nitsch, H. (2024). Synchronous distance learning: Effects of interest and achievement goals on police students’ learning engagement and outcomes. Education Sciences, 14(2), 118. https://doi.org/10.3390/educsci14020118
Hefter, Markus H., and Nitsch, Holger. 2024. “Synchronous distance learning: Effects of interest and achievement goals on police students’ learning engagement and outcomes”. Education Sciences 14 (2): 118.
Hefter, M. H., and Nitsch, H. (2024). Synchronous distance learning: Effects of interest and achievement goals on police students’ learning engagement and outcomes. Education Sciences 14:118.
Hefter, M.H., & Nitsch, H., 2024. Synchronous distance learning: Effects of interest and achievement goals on police students’ learning engagement and outcomes. Education Sciences, 14(2): 118.
M.H. Hefter and H. Nitsch, “Synchronous distance learning: Effects of interest and achievement goals on police students’ learning engagement and outcomes”, Education Sciences, vol. 14, 2024, : 118.
Hefter, M.H., Nitsch, H.: Synchronous distance learning: Effects of interest and achievement goals on police students’ learning engagement and outcomes. Education Sciences. 14, : 118 (2024).
Hefter, Markus H., and Nitsch, Holger. “Synchronous distance learning: Effects of interest and achievement goals on police students’ learning engagement and outcomes”. Education Sciences 14.2 (2024): 118.
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2024-02-23T08:40:30Z
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