The Efficiency of the Distance Learning System and Contributions of Behavioural Practices to Motivation and Passion for Research in Metacognition in Its Prediction

Autor/inn/en	Al Ali, Rommel M. A.; Saleh, Shoeb
Titel	The Efficiency of the Distance Learning System and Contributions of Behavioural Practices to Motivation and Passion for Research in Metacognition in Its Prediction
Quelle	In: International Journal of Learning and Change, 15 (2023) 6, S.623-654 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2875
DOI	10.1504/IJLC.2023.134544
Schlagwörter	Distance Education; Instructional Effectiveness; High School Students; Academically Gifted; Metacognition; Efficiency; Foreign Countries; Saudi Arabia + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Unterrichtserfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Effectiveness; Effektivität; Wirkungsgrad; Ausland; Saudi-Arabien
Abstract	The expansion of the use of distance learning systems has made many countries around the world search for the degree and level of their efficiency. Distance learning systems are based on several factors, the most important of which is the motivation and passion for research in metacognition for learners. This study aims to reach the degree of availability of the motivation and passion for metacognition as predictors of distance learning efficiency by developing two scales for them. A quantitative survey approach is used in this study. Psychometric properties of the developed scales were verified. The results showed that there are influences of motivation and passion for research in metacognition on the efficiency of the distance education system. It also confirmed that there is a strong and mutual influence relationship between motivation and passion for metacognition. The results also revealed that there were statistically significant differences between the average responses on both scales in favour of the gifted, third-year students, and students with higher achievement scores. There were no statistically significant differences between the averages of students' responses on both scales due to their gender, academic branch, and the learning platforms used. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01