PUB - Publikationen an der Universität Bielefeld

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.