Going the distance: online course performance and motivation of distance learning students

Abstract

This study was designed to better understand what drives the learning and performance of students enrolled in distance-learning courses. Between 1999 and 2015, the number of students enrolled in at least one online course increased from 10% to 30% (NCES, 2014; NCES, 2018). Of the six million students currently enrolled in at least one distance-learning course, close to half are enrolled in programs that are offered exclusively online (Allen & Seaman, 2017; NCES, 2018). This enrollment growth, however, is coupled with an alarming attrition rate as high as 80% (Smith, 2010). As GPA and course performance have been linked to distance-learning persistence and retention, we found it imperative to explore differences in motivational orientations as they relate to passing and failing status for an individual course. To do so, we surveyed distance-learning students and identified correlations between motivational constructs such as instrumentality, selfefficacy, connectedness, use of knowledge-building strategies, and final course performance. Differences related to gender and major/non-major status are also reviewed and discussed. These findings offer insights into next steps for research and also inform teaching practice.