Overview
Online education does not present a distinctive system of learning. It has persisted for more than170 years with its source in communication options accessible in Great Britain (Hickey, 2014). It has progressed since the introduction of distance mode of learning over five generations, i.e., textual communications, multi-media, tele-learning, flexible pattern of instruction, and well-informed flexible explanatory demonstrations for 150 years (Taylor, 2001).
Historical elucidations for this manifestation of online learning underwent through the “University of Illinois during 1960s and the initial years of 1970s with the conception of the Intranet, by associating computer terminal designed for the learners to access developmental resources and attend to pre-recorded discourses. Congruently, there originated the method of “Programmed Logic for Automated Teaching Operations”, which functioned through thousands of workstations across the world, contributing essential educational project, which shaped numerous understandings of modern times in social interacting, message boards, interesting operational procedures, email, chat rooms, instantaneous messaging, remote screen input and all that (Hickey, 2018; Goralski & Falk, 2017; Innovative Learning, nd). During1979, Apple II exposed the leading informative game “Lemonade Stand,” as well as in the 80s Apple familiarized the awareness of learning through computers other than explicitly learning through a virtual setting (Hickey, 2018, p. 2). All through 1984 – 1992, Electronic University Network operation served institutions and academies to develop the obtainability of online options and presented its paramount cybernetic development in 1986 expending DOS as well as Commodore computer-operating systems than the teamwork using America Online (AOL) aiding higher teaching organization (Hickey, 2018; Goralski & Falk, 2017).
From 1994 to 2002 countless other concerns,such as, Lotus Development Corporation reproduced the Lotus Learning Management Structure as well as Lotus Virtual Teaching space (Innovative, n.d.) Correspondingly, as Internet access expanded, and additional establishments for instance, AOL, Delphi, CompuServe besides a minor offline education center for grown-ups and Computer Assisted Learning Center turned into further accessible platforms, CALCampus presented the leading course and was documented as “online” with actual teaching as well as internet communication (Hickey, 2018; Goralski & Falk, 2017; Innovative Learning, n.d). In the same way, in 1997 California Virtual University (CVU) was recognized as an authorized setup to deliver online educational resources for ascribed institutions and universities in California; however, this system incorporated the Journal of Asynchronous Learning Networks as reputable and later developed to the Sloan Online Learning Consortium publication. At 2002, Massachusetts Institute of Technology transported online reports and developmental constituents over its Open CourseWare (Hickey, 2018; Goralski & Falk, 2017; Innovative Learning, nd). Through the year 2009, as the process of education crossed the threshold into the culmination of the leading period of the new era, the flows had twisted in teaching procedures. Online culture remained at its peak. The proportion of students moved to 187% in online system of learning. Internationally, around 5.5 million scholars were motivated toward online options, or at least one online course (Hickey, 2018).
Through the end of 2014, there were around 5.8 million scholars registered in distance learning options by 2.85 million captivating all their sets of program accessible and approximately 2.97 million learners taking particular online trainings in public organizations (Allen et al., 2016). Currently, the figure of higher education scholars absorbed in no less than single distance learning course; at 2015 presently tops 6 million students augmented by 3.9 % over the preceding year, which stands as an intensification of records of learning potentials over the last 2 years. Over a section of students related to advanced learning, 28 percent still continue to register in single online option of study.
Through all the progressions and comforts of technology, online culture has swiftly progressed towards numerous automated zones of administration, management and undeniably in the sphere of education. More decisively, it prompted a revolt in academic circles as well as the demand for online education developed the up-to-the-minute societal tools to supplement, substitute or combine instructive variations (Hiltz & Turoff, 2005; Goralski & Falk, 2017). According to intelligence founded learning, learners build their awareness centered on evidence that previously occurred in the intellects and that knowledge permits the brain to produce new facts and craft new gears of understanding, which formulates the links of critical elements and engagement of original information.
In earlier years, methodical investigation and works have compensated a massive extent of components to the propensity of the learners’ knowledge particularly in the accessible situation. De Boer, Bergstra, & Kostons (2012) differentiates that till the 1990s, maximum cultures entailed learning and over the reproduction of facts by others; however now, it stands beyond implication to attain knowledge as well as talents for themselves. This disclosure in learning transformed the set of courses within the informative fields to effort on the preparation of self structured learning aptitudes and methods to reduce the level of attainment in knowledge .
Problem Statement
The leading problem lies in inappropriate handling of students’ requirements in online teaching. The gap within the mechanism lacks consideration and efforts on the longstanding procedures employed to get the normal pupils of the preceding times.
Earlier as well as present-day examination deliver evidences on the non customary learners’ academic achievement expending self-regulated knowledge and strategical practices, however, it does not truthfully comprehend or come across the requirements connected to the non customary scholars. Naturally, as distinguished, non traditional scholars stand as the newfangled majority in this unit of learning. On the other hand, it is domineering that academies and universities study and comprehend how to effort and cope with non traditional students since their tussles are extremely varied from their fresher equivalents (Hawkins, 2012; MacDonald, 2018; Oeftering, 2017; Radford et al., 2012; Stewart et al., 2010).
Online teaching has implemented an instructive division with its specific characteristics and currently has turned out to persist as a standard in our educational system from K-12 towards post-secondary instruction. Self structured knowledge skills and approaches are imparted to scholars at the primary as well as secondary learning extents, and without these, learners would be imperfectly prepared as well as lack the indispensable strategies needed for this kind of knowledge. Emphasizing on the development of self-regulated awareness enriches the stage of training as per the demands in advanced forms of learning (De Boer, Bergstra, & Kostons, 2012).
Institutions and universities have amalgamated this different approach of learning and training by the formation of virtual categorizations and accessible packages to simplify the requirements of its pupils. Yet, the registration of the academies and institutions of higher education has amplified considerably by another association of scholars identified as “nontraditional.” Specifically the features of non traditional learners are different from customary scholars in numerous extents for instance, age, sex, social, theoretical contribution, environmental issues, and educational achievement, etc. Nevertheless, the maximum substantial and distinguishing variance is age. However, a traditional scholar’s stage of development in College entrance is approximately within 18 to 24 years and non traditional college learner’s age activates at “25 years and up” .
Nature of the Study
This research will include non-experimental quantitative methodical approach with the emphasis on relative and correlational project addressing the study questions. It proposes a descriptive research organization that will choose whether the variables can visualize theoretical achievement of nontraditional scholars registered in online programs. The study targets to realize, which variable stands as the superior for the educational attainment of nontraditional scholars Creswell (2014) labelled this appeal of investigation as a post-positivist logical postulation that persists by controlling the possessions or activities. More expressively, it includes variables which are not operated or influenced by the investigator however are observed and trusted upon for clarifications, surveillance, or interfaces. The variables which are documented for this specific study are of societal awareness for instance, sexual characteristics, age, socio-monetary position or any added distinguishing attribute (Belli, 2009; Creswell, 2015).
Using these considerations, the investigator will measure and examine: (1) fundamental and extrinsic drive of undergoing online options, (2) observe what as well as if, any interpreters impact on the academic accomplishment of nontraditional learners through the educational approaches.
Research Questions and Hypotheses
The research questions and hypotheses that will drive the research and address the following:
- Q1 How does self-regulated education and self-monitored approaches employed by non-traditional learners influence their academic achievement?
- H01: There remains no substantial modification of SRL for speculative success for non-traditional scholars
- H11: There stands a noteworthy transformation of SRL for educational achievement designed for nontraditional students
- Q2 To what level does demographic features (i.e., gender, age, race/ethnicity, and income) impact on the educational accomplishment of the non- traditional scholars?
The second query will communicate to the conceivable association among the variables signifying demographic features of the non-traditional learners.
- H01: There remains no substantial change in self value for educational accomplishment for non-traditional learners
- H01: There stands a crucial modification in self effectiveness for theoretical success for non- traditional students
Purpose of the investigation
The persistence of this research deals with a complementary involvement in the standing literature by concentrating on the relationship among online culture and non-traditional scholars who are scholastically dynamic by means of self motivated learning approaches. The research will undertake a reasonable and co-relational examination of the interactions between the self-governing and dependent variables. “Age, gender, race/culture, accessible values over online mode of learning as well as the non-traditional aspects are categorized as self-regulating variables, and dependent variables stand as the factors representing self efficiency, self organized knowledge. Regarding the variables, the three strategical mechanisms like perceptions, metacognition, and inspiration, foster the philosophies of self-regulated learning (SRL), self value and their affiliation to the theoretical success in the midst of nontraditional pupils. Better information regarding the comparative characteristics and the parallel investigation of the interactions among the self-determining as well as dependent variables will be articulated in chapter two.
Conceptual and Theoretical Framework
Self efficiency
The conceptual as well as theoretical framework will be resulting from three concepts: self-efficacy, self-regulated learning as well as policies of academic achievement. (Bandura (1977, 1986) defined self effectiveness as, an individual’s confidence around their aptitudes to establish and implement a sequence of action obligatory to harvest given accomplishments. Resembling how the possessions of whatever people trust, perform and inspires them, the observations of self-confidence above and beyond self value are frequently substitutable, they discover exclusively diverse effects. Self effectiveness is concerned over decisions of individual competence and self-assurance is concerned with dignity of the individual being (Bandura, 1977, p. 11).
Self controlled Learning
The examination addresses explicitly in what way these three strategical mechanisms- understandings, metacognition, and inspiration, stand-in the philosophies of self regulated learning (SRL), self efficiency and their connection to the speculative success in the midst of non customary scholars. The landscapes of encouragement as it associated to the academic success arrested over the social cognitive ideal (Bandura, 1977, 1986, 1989; Schunk, 2004) discloses the triadic association among the learner’s understanding, conduct, and environmental issues. Panadero (2017) addressing the interrogation of how scholars develop leaders of their knowledge process as well as, contrasting the events of psychological ability or academic performance skills. Whereas, Pintrich (2006b) and Zimmerman (2009) edited SRL as an awareness or directive process of whereby students’ learning takes with the matrix of monitoring and supervision whereby SRL control their perception, inspiration, and performance by exhausting policies of preparation, establishing, forming, observing and assessing their learning procedure.
Functioning Classifications
Demographic – age, sexual characteristics, race/ethnicity, and earnings, etc. (NCES, 2018).
Distance Learning (DL) – organizational devised, formal education where the instructive group is distributed, and somewhere interactive distribution schemes are functioned to attach beginners, assets, and coaches (Colorado & Eberle, 2010; Schlosser & Simonson, 2006).
Non traditional scholar – an adult apprentice stands above 25, self-regulating, joins organization part-time as well as works full-time, outside institution extended over a year, through a GED might not ensure a high school qualification with or else without dependents, classifies with single or additional elements (Coutinho, 2007; Hawkins, 2012; MacDonald, 2018; Oeftering, 2017; Radford et al., 2012; Stewart et al., 2010).
Online education – isan exposed and disseminated learning situation that employs academic tools, empowered by the Internet as well as Web-based equipment, to enable culture and information structure over evocative action and communication (Colorado & Eberle, 2010; Dabbagh & Bannan-Ritland, 2005).
Prolific Academic Ltd – stands as a crowd locating stage predominantly intended for both investigators and participants (Prolific Academic, 2018).
Self efficiency – demarcates what self worth stands, an individual’s trust about their aptitudes to consolidate and accomplish developments of execution required to harvest given achievements (Bandura, 1977, 1986).
Self-regulated learner (SRL) – does not indicate his/her psychological aptitude or else an academic proficiency; instead, it remains the self-directed procedure to transmute their rational aptitudes into academic talents (Zimmerman, 2002).
Traditional learner – is a pupil in the age of 24 years, reliant on parentages attending an academy or further education college and residing at the campus (Hawkins, 2012; MacDonald, 2018; Oeftering, 2017; Radford et al., 2012).
Anticipations
With previous and present investigation on SRL besides the strategical mechanisms basedon reasoning, metacognition, and inspiration nurture the philosophies of self-regulated learning (SRL), self efficiency and their link to the theoretical achievement of non traditional scholars captivating online options. In specific purpose of study, as an investigator, I intend to observe the values connected to the self-governing variables, i.e., time of life, gender, race/culture, and earnings, which are thoughtful features of the theoretical outline of self-regulated learning as well as strategical procedure. In the identical method, addressing the queries as: in what way the students turn out to be leaders of their educational practice and, complementing the events of mental capability or speculative skills of performance (Panadero, 2017).
Limitations
This research is restricted to the non customary scholars from academies and foundations of higher education positioned outside the United States. The variety of the inhabitants of manifold informative establishments may not offer a decent sampling group. The significance of some of the intellectual approaches as evaluated “by the MSLQ” that might be predisposed by the construction of the developments taken at numerous times. The nominees are chosen focused on obtainability and convenience, which might present an determined situation that may have emotional impact on the members. The intended study is enclosed to a precise populace that will react towards the questionnaire. The outcomes of this research might not define impressive online education, awareness and the appearances of the populace of the investigation. The working variables such as age, gender, etc. might source some involuntary effects. Furthermore, the research is restricted to the present registration of scholars, their demographics, besides members .Limitations could similarly comprise the research expedient and cause a liability to the members as well as could subsidize to inadequate reviews or the scholars’ interruptions of the queries.
Opportunity
The incomparability of this non-experimental computable research organization stands to escalate how the strategical constituents intellects, metacognition, and encouragement, raise the concepts of “self-regulated learning” as well as self effectiveness. However, the aim and analysis of the research stand to govern “level of inconnection of the variables”. Creswell (2014) designated this kind of research as a post-positivist philosophical assumption that is by determining the effects or causes (p. 36).
Significance of the Study
The investigator trusts that the assumptions of this study will subsidize expressively to the progression of awareness, which relates to the theoretical attainment of non traditional students enrolled in online courses. The findings of the study will address, examine and offer answers to the questions associated with the lack of attention and the focus connected to the old process used to attain the traditional students in the past. Although the study is planned to offer clarifications for its investigation; it is directed with the objective of outlining the variables interrelated to the theoretical accomplishment of non traditional learners, it will regulate the effects or foundations (Creswell, 2014, p. 36). Consequently, the outcomes of this research will reflect countless supports to faculty, universities and institutions of higher education, learners as well as future investigators.
Summary
This chapter revealed the past enlightenments of the procedure for online education that undertook many years back. Consequently, differentiating that during the 2002s the “Computer Assisted Learning Center” come to be more accessible,.CALCampus presented the leading course, as well as it was recognized as “online” through real-time teaching and the internet communication. In common with the progressions and contentment of knowledge, online education rapidly stimulated other structural extents of management and direction as well. Online learning prompted a uprising in academic world; it appeared into an enlightening unit of its specific identity and currently has turned out to remain a “customary procedure in the educational structure as of K-12 to post-secondary learning”. Through online system of learning, self regulated knowledge and approaches are being communicated to organize the scholars in healthie method for the demands in advanced methods of learning (De Boer, Bergstra, & Kostons, 2012).
Colleges
as well as universities have combined this new technique of learning as well as
teaching by the construction of online categorizations and programs to restructure
the requirements of learners. Accordingly, the acceptance in higher forms of instruction
upgraded substantively with a fresh grouping of scholars acknowledged as
“nontraditional.” Acording to innovative configuration, as distinguished by the
peculiarity of the student’s physical phase of development it reflects the category over 25 years
(Grabowski et al., 2016; NCES, 2015; Oeftering, 2017; Pelletier, 2010; Zuspan,
2017).
Chapter-2
Literature Review
Introduction
This chapter will examine how self-regulated knowledge and plans are employed to promote in the academic accomplishment of non traditional scholars who are contributing in online education at academies and colleges of further education. The research will monitor the members enumerated in bounteous online options of studies at universities and academies, principally positioned within the functional zone of United States.
The present episiode is founded on theoretical concepts and models of literature assessment in a non-experimental quantifiable exploration. This will support the investigator to classify the gaps, which can care for the requirement of further study, nevertheless by leading a reasonable and parallel examination of the interactions amid the self-determining as well as dependent variables (Creswell, 2014; Creswell & Creswell 2015). The variables uphold a relationship of the strategical constituents comprising perceptions, metacognition, as well as inspiration, which substitute the notions of “self-regulated learning, self effectiveness and their link to the theoretical accomplishment in the midst of non traditional pupils. It similarly take account of language related with quantitative study and the deductive analysis of connections or philosophies..
In view of the leads of online knowledge, a significant exploration and consideration has been prearranged towards the projections of pupils educating in the online setting (De Boer, Bergstra, & Kostons, 2012). In this section, the examination of the contemporary literature applicable to the focus of learning, which cultivate the philosophies of self effectiveness and self-regulated learning besides its policies with their association of the three strategical mechanisms understandings, metacognition, and inspiration that influence academic success among nontraditional students engaged in online learning. The first examination refers to the theoretical and projected framework as it relates to self-efficacy, cognitive and social learning style of the pupils involved in online education. The subsequent review treats the subtleties of non customary student’s explainations, academic accomplishment, problems measured by operative method and postulation.
Conceptual and Theoretical Outline
Principles of Self efficiency
Bandura (1977, 1986) demarcated that self effectiveness stands as an individual’s confidence around the aptitudes to found and comprehend the sets of action essential to produce expected implementations. Self effectiveness likewise transports the confidence of how people act, views, and what inspires them. In the similar manner, the ideas of self-confidence and self efficiency are commonly interchangeable, but they mention utterly different effects, for instance, self effectiveness is bothered with decisions of personal competence and self-worth stands concerned with dignity. Gardner (1983) labels a self-efficacious person as the individual who accept as true in “somebody’s competences to establish, perform and implement the sequence of acts essential to generate the assumed skill.” The sorting of self effectiveness in groups of as per the theoretical essence of self-identity, value and a scholar’s perceived ability regarding the assignment a pupil is projected to carry out in an academic area. The four significant influences as the experiences, distanced learning, verbal encouragement, and functional and emotional statuses unswervingly touch one’s self efficiency, which power theoretical realization.
Mastery involvements stand as the utmost significant source of self effectiveness since they deliver the greatest reliable indication concerning the capability performance that motivates to succeed. It is the strong sense of value which have need of experience in overpowering obstacles over perseverant effort. Individuals become influenced that they need what it transports to prosper, which creates a sturdier confidence in one’s skill.
Indirect experience is sighted and envision persons comparable to oneself, execute actions successfully, raises opinions on the witness that they also hold the competences to master their actions and upsurge their enactment.
Verbal persuasion is when others express faith in another capability increases one’s power to succeed, build, and persuades them to master certain activities.
Functional and demonstrative conditions manage the physical as well as emotive status, by dropping intensities of stress, and undesirable emotional predispositions. These issues influence the part of health tasks and in events that necessitate corporeal strength and determinations, as well as implementation of opinions of particular value in assorted spheres of functioning.
All these appear into a measure of self-reliance of one’s identity. Commonly speaking, learners who are self-assured within their temperament and their proficiency set will turn ahead to accomplish the mission or surmounts the challenge set in advance, which sequentially matures a sturdier intellect of effectiveness.
Cognitive Learning
Since 1970s, intellectual style of learning has been intended expansively in the effort to comprehend the diverse methods that students identify and interrelate with instructional state of affairs, systems, as well as media. Cognitive form of learning (Ausubel, Novak, & Hanesian, 1978; DeTure, 2004) has been labeled as a reliable and long-term modification in the particular understanding link and operational pattern. Keefe (1982) identified that rational elegances stand as the “cognitive, emotional, and functional behaviors that function as comparatively stable displays of how beginners perceive, interrelate with, and react to the educational environment.” Rational commitment in knowledge as practice, expansion and structural strategies that have nurtured advanced altitudes of accomplishment rendering to cognitive philosophy The cognitive elegance of education comprises skills as well as behaviors that are obligatory to scramble, learn by heart and evoke evidence as well as think censoriously. Learners utilizing these talents, able to express and understand what they have learnt and practiced in the procedure of critical knowledge, which agree to focus and accomplish the cognitive developments (Shuy, 2010). However, most of the learners’ theoretical activities will constantly enable them as ever intensifying experiments; whereas, acquaintance and perceptive skills of culture are assimilated, as well as these will persist further to learn.
Principle of Social Learning
The values of social reasoning is incorporated with the intellectual, metacognitive in addition to motivational instrument of self directive (Bandura 1986a, 1977). However, the concept of self-regulation is expanded into two directions a) the cognitive functions incorporated into a more extensive set of self-regulatory devices and b) embraces both common concepts in addition to strength of mind as skills. To turn out to remain more self-directed in the path of education is an attitude to improvement in the awareness and perceptive abilities for upgrading their learning plus academic improvement with the task-related metacognitive attitude. Agreeing with Zimmerman (1989), the portrayal of social cognitive conventions constructs the compromising relationship amongst three inspiring progressions– individual, environmental and behavioral motivation for self-regulated learning; nonetheless social cognitive theory “social learning investigator” of self-regulated knowledge is not indomitable by particular processes or individuals prejudiced by situation and interactive events in a mutual fashion. For illustration, one institute might have a restrictive code for teaching space with self-motivated knowledge where learner’s preparation plus the attitude of self-cognizance is passive as well as at a different conservatory where behavior and individual issues are the leading consequences in regulating and functioning procedures; therefore, self-regulated learning transpires with the procedures of controlled presentation and instant education takes place with appropriate environment (p. 330).
The “triadic reciprocal model” determines the liaison concerning the three categorizations, a individual’s conduct, personal influences, and the setting. It suggests that the setting impacts and brands changes in the individual’s conduct and vice versa, The behavior at present becomes answerable to the transformation in the environment; nonetheless, the revolution not merely bits the individual’s thinking but the conduct and the setting also changes. For instance, if a student loves to attract “personal effect” they will show consideration to the discourses and create lovely pictures; therefore, receiving commendation from the instructor and contemporaries “situation” and in sequence, the scholar will put up to harvest better representation of “performance.” In another illustration where the result is not positive— a child chatting stridently in class reflects “personal influence,” and is reproached by the instructor—the “situation” seems that the kid turn out to be disobedient and initiates to exchange words louder. For this “conduct” the kid is directed to the principal’s place of work (PsycholoGenie, (2018). The two different patterns of examples shows the “triadic mutual development” as in what manner each pattern functions as an interrelating agent manipulating one another directionally as well as hinge on upon each other.
Figure 1: Triadic Reciprocal Model, Bandura (1986, 1989)
Self-Regulated Learning
The straightforward proposed outline of self-regulated learning (SRL) is to distinguish the intellectual, motivational, and penetrating features of learning that discourse the concern of how the scholar technologically advanced leaders of their learning process and unlike the actions of mental aptitude or academic presentation skills (Panadero, 2017). SRL denotes the self-directive events plus self principles that empower learners to transmute their mental aptitudes like verbal capability, into a theoretical presentation skill, such as writing. The elements that scholars might practice to retain their assimilated academic skills by setting objectives, organizing strategies and screening their efficiency is a active progression of SRL.
The advancement of SRL has been built-up from various theoretical standards and approaches Pintrich (2000b) précised SRL as an awareness or directive course whereby learners’ enhance their educational method by setting objectives, observing, adapting and adjusting their cognition, motivation, and performance that is directed and forced through their goals as well as the contextual landscapes in the circumstances. At 2004, Pintrich documented that SRL remained in transformation to the scholar’s approach to learning (SAL) viewpoint and the assortment comes from accepting the motivation and knowledge for academy and university learners.
In the ground of exploration there stands a noteworthy difference concerning the two general perspectives, one termed as the learner approaches to gather knowledge through learning (SAL) as well as the other every so often characterized the information processing (IP) style. The SAL representations are chiefly employed in Europe as well as Australia and are well-defined from the bottom-up exhausting conferences with scholars around the actual inspiration and learning In modification, the “information processing” (IP) was established in a top-down method from psychosomatic concepts and philosophies in reasoning and instructive psychology utillized by the North American investigators, which shaped a more precise classification of the term as “self-regulated learning” (p. 386).
Biggs (2001) categorized SAL into two different approaches to learning “deep as well as surface” maintaining that learners tackle their learning by intentions ‘motives’ and methods ‘strategies’, in traditions of undergoing and dealing with their learning to be demarcated as the synthesis of inspiration and approach. The learners’ extrinsic enthusiasm, i.e., implementation of requirement besides studying by memorization is considered as a superficial approach. The students’ indispensable motivation is associated to thoughtful consideration of oneself as well as attempt to find self-fulfillment from the material through analytical and inferential strategies is categorized as deep approach (pp. 73-102). The deep and surface learning approaches do not demonstrate personal characteristics, i.e., cognitive, motivational, and emotional aspects of learning of the SRL process; they only reflect perceived request of the learning environment (Dolmans et al., 2015).
These approaches to learning are assumed to be related to the perceived demands of the cultural environment and are not seen as purely personal characteristics (Biggs and Tang 2007; Nijhuis et al. 2005). How students approach their learning is viewed as changeable and influenced by factors in the learning environment, students’ perceptions of these issues and individualities such as their previous information on the theme under revision (Gijbels et al. 2014).
Self-Regulated Learning and Approaches
The review of literature of self-regulated learning indicates that the process of obtaining knowledge takes place in the matrix of monitoring and management that refers to the learners’ proactive efforts to mobilize available emotional, cognitive and environmental resources during learning and self-observation, judgment and reaction to their progress (Gredler, 1997). Zimmerman (2002, 2008) states that self-regulated learning is “not” a mental ability or academic performance skill, but a self-directive procedure where learners transform the intellect into academic skills and by their cognition by expending policies of planning, organizing, monitoring and evaluating their learning process. Pintrich (2000) and Shuy (2010) designates SRL as a procedure of examining the necessities of task, setting productive goals and selecting, adapting or inventing strategies to realize the purposes of study. Firstly, labeling cognition denotes the skills and habits needed to encrypt, learn and recall evidence aimed at critical thinking. Secondly, metacognition involves talents that qualify learners to appreciate and observe cognitive developments; third, that enthusiasm has the acceptance of both cognitive as well as metacognitive abilities in settlement and improvement of learning techniques.
Panado & Alonso-Tapia (2014) describes the Forethought Phase is the first phase dealing with the cognitive element of the SRL, which reflect on the learner who knows the facts or has the skills to succeed and understand what they need to do or not. Even, when they come across obstacles, they can seek out ways to be successful. Their nature is of a self-starter, who display extraordinary effort and determination when it comes to learning that forces them to create environments that will promote their learning. A part of the strategy of SRL is about action and the process of the direction for the attainment of information or skills that involve agency, purpose, and instrumentals by learners. Self-efficacy plays an integral part in this stage for the student because the student expectations are high and they more motivated and ready to use the strategies need to complete the difficult task if required (p. 453).
The second feature of SRL, Performance phase is obtaining “self-oriented feedback.” It is a cyclic process that permits the students to review the effectiveness of their learning process or strategies and react to the feedback in a variety of ways ranging from convert changes in the perception to overt changes in behaviors such as altering the use of learning strategy (Carver & Scheier, 1981, Panado & Alonso-Tapia, 2014; Zimmerman, 1989b). Many researchers questioned its motivates as it perceptual processes of self-esteem and self-concepts (McCumbs, 1986, 1989), favor overt descriptions of self-recording, self-instructions, and self-reinforcement (Mace, Belfiore, & Shea, 1989) and caution taken against viewing this as negative feedback, possibly reducing one goal and observed outcomes (Pandora, 1989).
The third feature of SRL is described as the metacognition phase. It is about how and when students choose to use a particular strategy or response, which falls upon the time prepare or act, being observant and effort to complete the task. Based on those observations if the outcome is not favorable, the learner will not be motivated to proceed; whereas, they may not choose to self-regulate their learning when the opportunity arises New strategies of SRL process are being proactive about learning and seeking out opportunities, not reacting to the ones learning outcomes. It is about adjusting and learning responses of new or changing results from negative feedback (Zimmerman, 1990). Students are responsible for their learning. The student that demonstrates initiative, intrinsic motivation and personal responsibility achieve particular academic success (Zimmerman & Martinez-Pons, 1988). Nevertheless, Zimmerman’s models of SRL are relevant and contribute to the field of learning. It covers cognitive, behavioral and motivational aspects of learning in the details of the relationship between motivation and self-regulation, but more importantly to peers, faculty, college and university administration, etc.,( Panado & Alonso-Tapia, 2014.)
Zimmerman (2002) shapes metacognition as per three learning segments, forethought division, which consist of the expansion of scheduling approaches, distinguished as the distribution of study time. It is throughout the presentation phase where the real learning and demonstration of tasks occur. In this stage the planned monitoring and examination is also lead; the beginner assesses the measurable resources to understand if they realize the values. Self-reflection happens in the latest phase, here the beginner estimates the educational procedure, which integrates the assessment and reflection methods (De Boer et al, 2012).
Figure 2. Phases and processes of self-regulation, (Zimmerman, 2002, Zimmerman & Moylan 2009)
Non-traditional Student Outline
Features and Demographics
The nontraditional, online student is now the new traditional student with the starting age over 25 years old (Goncalves & Trunk, 2014; Grabowski et al., 2016; NCES, 2015; Oeftering, 2017). They no longer fit the typical profile of the younger generation between the age of 18 to 24 years old, attending full time, living on campus, and the parents footing the bill (Pelletier, 2010). Although, age is one of the many demographic variables and is less homogenous among the features defining the nontraditional online student (p. 3). (Carney-Compton & Tan, 2002) & Quimby & O’Brien, 2006) research suggests that maturity in age is associated with a higher level of confidence, satisfaction and especially when it comes to managing academic responsibilities of family and career. Gender, ethnicity, and income are other demographic variables that are descriptors of nontraditional students. There are different contents of nontraditional student such as; being independent for financial aid purposes, delay of postsecondary education, having one or more dependent in addition to a spouse, employed full-time, attending school part-time, and not have a traditional high school diploma, but have obtained their GED (Morales, 2018; NCES, 2015; Pelletier, 2010; Zuspan, 2017). Along with those known characteristics, there are other components to consider when describing the nontraditional student. From time to time they are between jobs or straining to land their first professional career foothold, changing careers or retooling after being laid off or perhaps returning from active duty (Pelletier, 2010).
According to Jones & Watson (1990), there has been a multitude of political changes which has resulted in the increasing diversification in higher education. These new changes such as the passage of federal legislation on the rights of females and persons of color, the declaration of the War on Poverty, and a general, inclusion oriented shift of American values collectively placed stronger societal emphases on equal opportunity. Subsequently, the demographic landscape of many college campuses became more diverse.
Predictors
Academic Success
It is the mindset of nontraditional students that propel them into being academically successful; they are more of a business mindset that comes from the expectation of consumer-oriented services from higher educational institutions, which means they are more conscientious about their quality of education (Levine, 1993).
Although there are a variety of demographics and characteristics associated with the older students, age has also been identified as a predictor for motivations, emotional coping and successful goals at a higher level (Bye et al., 2007; Lovell, 2014).
In a study of nontraditional female students attending a Canadian university (Carney-Compton & Tan, 2002) discovered that they achieved higher academics was associated with the self-efficacy, defined as one’s beliefs in one’s abilities with higher GPA scores. McCue-Herliby, 1997) also noted that in her study that self-efficacy and GPA have increased throughout the older individual’s academic career. Other studies (Lepper & Henderlong, 2000) have recognized the importance of intrinsic rather than extrinsic motivators for nontraditional students that supports personal enrichment, self-improvement, and personal growth, which is much different than what traditional students by placing greater emphasis on extrinsic motivation such as improved jobs, career, finances, and acceptance of society and parents (Joo-Young, 1997; Kasworm, 1990; Taylor & House (2010).
Hindrances
Multiple complications impede the student academic success in the online learning environment such as work conflicts, personal problems, and family responsibilities, (Aragon & Johnson, 2009; Grimes & Antworth 1996; Morales, 2018; Stewart et al., 2010). The difference in the education structure of education and the variations of the traditional format, the length of the semesters, parking on campus, and schedule around their work travel obligation, all small but they hurt the student success. Struggling with areas of billing, career counseling, tutoring services and not receiving the proper assessment leaving them not being prepared for the workload ahead, then coupled with not receiving the total number of credits for prior college courses are all factors that hinder the success of nontraditional students (Pelletier, 2010). An additional barrier that impedes the academic achievement of nontraditional students is the distance (Hawkins, 2012).
In a recent article, (Morales, 2018) noted that one of the primary reasons they are unsuccessful in completing their degrees is because of the length required or their credits accumulated are not relevant to their current career path. Also, finances are a significant barrier to academic success (Grabowski et al., 2016; Jeffreys, 2007). Not to mention, nontraditional students do not have the flexibility to attend on campus events because of cost and the time of the scheduled event conflict with other priorities or the content of the event either not interesting or relevant to them (Ellis, 2013).
Provision
Academic success is now not accomplished barring support; however, there are many aspects, which link to SRL strategies process students use to obtain their education endeavors. The literature, prior and current states that cognitive processes, emotions, motivations, behavior, and environment are all aspects of the learning process. Applying, being accepted, matriculating, and graduating through college or university is a major and significant accomplishment (Vuong et al., (2010). Pajares & Schunk (2001) understood the effects of Bandura’s theory of social cognition, stating how self-efficacy influences the decisions and the course of action student purse for academic achievement.
Pelletier (2010) states that evening, weekend and hybrid classes are a preference and critical to the learning process of nontraditional students. The professor at the University of Maryland, University College noted that students are more likely to engage. Also, because nontraditional students learn differently sharing their personal experiences enhances their learning, which addresses the motivation orientation both intrinsically and extrinsically. Lepper & Henderlong (2000) states intrinsically, and extrinsically motivated students can achieve success; (Stipek, 1992) indicate students benefit more from an intrinsic orientation rather than from extrinsic orientation (Stewart et al., 2010). According to (Hawkins, 2012) distance was not a significant factor for online students; however, the ones who lived the furthest had a higher QPA.
Conclusion
Chapter two is a summarization of the literature, which covers
and theoretical framework establishment
of the self-efficacy, cognitive, metacognitive,
motivation strategies concerning the many facets of what influences the
academic success of nontraditional students taking online courses. An outline displaying the characteristics and
demographic profile of the students provided the necessary elements linking to
the predictors to understand their learning
process better. Lastly, a
description of the methodology and a survey instrument that will be used to
address the research question.
Chapter 3
Reearch Methodology
Introduction
In relation to the National Center for Educational Statistics, registration in degree permit postsecondary organizations that enlarged to 23 percent among 1995 and 2005. Among 2005 and 2015, registration in “degree-granting postsecondary organizations became 14 %, from “17.5 million towards 20.0 million. The general upsurge concerning 2005 and 2015 replicates an intensification of 20 percent amongst 2005 and 2010, monitored by a reduction of 5 percent among the period of 2010 to 2015 (NCES, 2018).
Purpose of the Proposed Study
The persistence of this research deals with a complementary involvement in the standing literature by concentrating on the relationship among online culture and non-traditional scholars who are scholastically dynamic by means of self motivated learning approaches. The research will undertake a reasonable and co-relational examination of the interactions between the self-governing and dependent variables. “Age, gender, race/culture, accessible values over online mode of learning as well as the non-traditional aspects are categorized as self-regulating variables, and dependent variables stand as the factors representing self efficiency, self organized knowledge. Regarding the variables, the three strategical mechanisms like perceptions, metacognition, and inspiration, foster the philosophies of self-regulated learning (SRL), self value and their affiliation to the theoretical success in the midst of nontraditional pupils. The research questions and hypotheses that will drive the research and address the following:
- Q1 How does self-regulated education and self-monitored approaches employed by non-traditional learners influence their academic achievement?
- H01: There remains no substantial modification of SRL for speculative success for non-traditional scholars
- H11: There stands a noteworthy transformation of SRL for educational achievement designed for nontraditional students
- Q2 To what level does demographic features (i.e., gender, age, race/ethnicity, and income) impact on the educational accomplishment of the non- traditional scholars?
The second query will communicate to the conceivable association among the variables signifying demographic features of the non-traditional learners.
- H01: There remains no substantial change in self value for educational accomplishment for non-traditional learners
- H01: There stands a crucial modification in self effectiveness for theoretical success for non- traditional students
Research Design
This study will engage in a non-experimental quantitative research methodology with the focus on comparative and correlational design addressing the research questions. An online survey will be administrated to collect the numerical data that will be statistically analyzed for proposed research questions (Creswell, 2014).
The focus of the examination and goal is to determine whether or not the variables (i.e., age, gender, race/ethnicity, and income) are related and to what degree. The objective of the study is to understand which variable is the greater of the all for the academic success of nontraditional students, (Creswell, 2014) described this type of research as a post-positivist philosophical assumption that is by determining the effects or causes (p. 36). In essence the study will provide answers to the cognition, metacognition, and motivation, behaviors that foster the SRL, self-efficacy and academic success of nontraditional students taking online courses; thus, measuring them in areas of (1) intrinsic and extrinsic motivation for taking online courses, (2) what, if any predictors that influence the academic success for nontraditional students. The data will be used for its descriptive and predictive purposes of the study. In essence, this research is to enrich the understanding of academic satisfaction as it pertains to the academic success of nontraditional students taking online courses in colleges and universities in the United States.
Target Population, Sampling Method
For this study, the instrument of choice is the Motivated Strategies for Learning Questionnaire (MSLQ). It will be administrated via a paid online website www.prolific.ac, Prolific Academic Ltd. Prolific Academic is a crowdsourcing platform primarily used for both researchers and participants. Prolific is an online website “service” to assist researchers in finding the participants they need to conduct their research. The service consists of the provision of the academics on which to manage online research studies, which pre-designed by researchers and entered into and completed by participants (whom they have automatically pre-screened) in return for payment by the researcher, facilitated by Prolific (Prolific, 2018).
Prolific Academics use what they call ‘screener’s” to cipher through participants is to reduce the enormous amount of participants. The targeted population for this study consists of nontraditional students currently enrolled in colleges and universities in the United States. The results will be reviewed, analyzed, and calculated using the Statistical Package for Social Sciences (SSPS). The process of acquiring participants and understanding the needs of the researcher is parallel to the outline described by (Fowler, 2014). Also, a stratified sampling procedure will be conducted to address the various demographic subsets of the sample population to capture the essence of the research study.
Instrumentation
Instrument Reliability and Validity
There were several drafts and reviews of the MSLQ for over ten years of work committed for the various waves of data collection; however, the final study was completed in 1990 and was presented for the first time formally in the Educational and Psychological Measurement journal (Pintrich et al., 1993). Benson & Gable (1998) reviewed the same psychometric data collected from the identical 380 college students attending a 4-year university located in the Midwest.
Two confirmatory factor analyses were used to determine the utility of the theoretical model and the operationalization in the MSLQ scales that were tested. The first analysis was for one set of the motivation items and second analysis was for the other set of cognitive and metacognitive strategy items. In opposition to the exploratory factor analysis, confirmatory factor analysis (CFA) required the identification of which items “indicators” should fall into which “factor latent variables” (Pintrich et al., 1991, p.5). The analyses continue to report models, parameter estimates were of maximum “likelihood” and tests for goodness-of-fit; thus testing how well the model’s correlations were produced “matched up” and how the model “fits” the input data and the confirmatory factor analysis allowed for a quantitative test of the theoretical model (Pintrich et al., 1993, p. 806).
The types of psychometric data reported in the MSLQ manual are means and standard deviations for each subscale, the correlation between each subscale item, final grade in the course, and internal consistency estimates of reliability (alpha coefficients) for each subscale. Internal consistency estimates ranged from .62 to .93 for the Motivational Scales and the Learning Strategies Scales from .52 to .80. According to Cronbach’s alpha and the zero-order correlation between the different motivation and cognitive scales calculated with three of the Motivational scales and five of the Learning Scales shown internal consistency estimates greater than .75 (Benson & Gable, 1998, p. 3). Nevertheless, the authors report CFA as evidence of the MSLQ’s validity, specifying that each item was allowed to associate with only one factor and they were allowed to be correlated.
In the same manner, with several earlier empirical analysis that has contributed to the finalization of items for the MSLQ, research on the use of positive and negative item stems was not an acceptable approach for instrument development. Overall, the models show sound structures and one can reasonably claim factor validity for the MSLQ scales. Criterion-related (predictive) validity evidence is presented in the form of the item and scale-level correlations with final course grades. The Motivation scale-level correlations range from -.27 (Test Anxiety) to .41 (Self-Efficacy of Learning and Performance) with the average magnitude of the correlation, disregarding direction, being .22. The Learning Strategies scale-level correlations range from -.06 to .32 with an average of .17. The authors state that these correlations “are significant, albeit moderate, demonstrating predictive validity” (p. 4).
Reliability item analysis (i.e., means and standard deviations) represents item and scale correlations should have been included. These correlations would facilitate item level contributions to the Motivation scale reliabilities, which ranged from .62 to .93 (average = .78), and the Learning Strategies scale reliabilities, which ranged from .52 to .80 (average = .71). The authors refer to these reliabilities saying they are “robust, ranging from .52 to .93” (p. 4).
The MSLQ results from a quality line of research at the University of Michigan in the areas of teaching and learning. The present version of the MSLQ should be considered a “research edition” until additional items are added to scales with low reliabilities, and additional supportive construct validity information is available (Benson & Gable, 1998).
The Motivated Strategies for Learning Questionnaire (MSLQ) was developed using the social-cognitive framework of motivation and learning strategies initiated by Pintrich and his colleagues (Duncan & McKeachie, 2005; Pintrich, Smith, Gracia, & McKeachie, 1991, 1993). The students are represented as an active processor of the information who believes in the process and intercedes with essential instructional input and task characteristics (Duncan & McKeachie, 2005; Pintrich, Smith, Gracia, & McKeachie, 1991, 1993). The social-cognitive theoretical framework of MSLQ assumes the learner acquires the motivation and learning strategies, but rather that motivation is dynamic and contextually bound, whereby the learning strategies are learned and controlled by the student (Duncan & McKeachie, 2005; Pintrich, Smith, Gracia, & McKeachie, 1991, 1993).
Components of Instrument
The development of the MSLQ aligns with the social-cognitive view of motivation and learning strategies, with the student being an active processor of information whose beliefs and cognitions mediated import instructional input and task characteristics (Duncan & McKeachie, 2005). These components within the categories of the motivation section and learning section address each research question linking them to how the students perceive themselves, i.e., the challenges, curiosity, and mastery of what would lead them to their academic success. Considering, the fundamental goal of the student is learning, relates to the degree that cultivates the self-regulated learning and development of their self-learning strategies.
The MSLQ is a self-report instrument consisting of 81 items, divided into two categories: motivation section and learning strategies section (Pintrich et al., 1991).
The motivation section contains 31 items that assess students’ goals and value beliefs for a course, their beliefs about their skills to succeed in a course, and their anxiety about tests in a course. The learning strategy section contains 31 items regarding students’ use of different cognitive and metacognitive strategies. Also, the learning strategies section includes 19 items concerning student management of various resources (p. 5).
The MSLQ has 15 subscales: there are six items in the motivation section and nine items in the learning strategies section. It is designed to be used together or separately with the scales designed to be modular and to be used to fit the needs of the researcher or instructor. The administration of the instrument is done via the Prolific Academic website and will take approximately 20–30 min to complete.
Scoring of the MSLQ
The instrument is a 7-point Likert-type scale, from 1 (not at all true of me) to 7 (very true of me). Scale scores are calculated by taking the mean of the items that make up that scale. For example, intrinsic goal orientation has four elements (see Table 1 and Appendix)
TABLE 1
Table 1: Coefficient Alphas and Items Comprising the 15 MSLQ Scales (Duncan & McKeachie, 2005)
For example, intrinsic goal orientation has four items (see Table 1). An individual’s score for intrinsic goal orientation would be computed by summing the four elements and taking the average. Also, some scales contain negatively worded items and the ratings for those items should are reversed before an individual’s score is computed, so that the statistics reported represent the positive wording of all the items, and higher scores indicate greater levels of the construct of interest. For example, if the student selects item 1 for the negatively worded item, that item would receive a score of 7. The simplest ways to calculate the reversed coded item is to subtract the original score from the 8. (Duncan & McKeachie, 2005; Pintrich et al., 1991).
Data Collection
The researcher will use the Qualtrics Research Suite to design the survey with the MSLQ instrument (questions) which will be uploaded onto the Prolific Academic website accompanied by a confidential agreement. The MSLQ has been a reliable and useful tool that can work for different purposes for researchers, instructors, and students. (Duncan & McKeachie, 2005).
To date, the MSLQ has been translated into multiple languages and has been used by hundreds of researchers and instructors throughout the world, including Argentina, Australia, Brazil, Canada, Chile, China, Croatia, Cyprus, Egypt, India, Iraq, Japan, Malaysia, the Philippines, Russia, Turkey, the United Kingdom, and of course, the United States. Indeed, there exist two formal assessments of the validity and reliability of the MSLQ in other languages: in Spanish (Roces, Tourón, & Gonzalez, 1995), and Chinese (Sachs, Law, & Chan, 2001), (p. 118). Stewart et al. (2010) conducted a study using MSLQ that included demographic variables and motivation orientation to compare the students’ interest in completing an online or traditional degree program. In that particular study, the sample (N=285) included 209 female and 57 male undergraduates of an open-enrollment state university. The data showed that 58% of participants were full-time students, 30% were juniors, and 50% were seniors, missing.
Even though, MSLQ is noted for research and publications. The well-known browser, Google has produced hundreds of hits on the term “MSLQ” or Motivated Strategies for Learning Questionnaire. The searches have been not only for formal citations, but other versions for both instructors, students advising and students’ needs for assessment (Duncan & McKeachie, 2005).
Operationalization of Variables
The first question of the study is concerned with the relations between self-regulated learning and self-regulated strategies used by nontraditional students’ impact their academic success that involves the intrinsic and extrinsic values of the MSLQ instrument.
The second research question is concerned about the potential interactions between the motivational variables on the two cognitive scales. The two cognitive scales are correlated with each other and as dependent variables (i.e., gender, age, race/ethnicity, and income) impact nontraditional students. The level of measurement of academic success is in the correlation of the variables. The purpose of the study is specifically designed to determine the relationship between the independent and dependent variable with nontraditional students currently in an online course.
For example, age has been identified as an independent variable because it is a critical factor for students who are academically successful in the completion of an online course, considering the average age ranging between 29 and 34 (NCES, 2015; Oeftering, 2017).
Although, many studies have operationalized self-regulation as the monitoring and controlling of cognitive strategies that student manage their aspects of the learning process, in addition to their actual cognitive processing. The thought is if students can impact their learning environment they can control the elements of their motivation (Wolters, 1998 & Duncan & McKeachie, 2005; Heikkila & Lonka, 2006).
Data Analysis
To analyze the data obtained by research questions and the tested associated hypotheses the researcher will first review all the data collected by the Prolific Academic website is clean and free from any possible errors, then the responses will be downloaded into the latest version of the Statistical Package for Social Sciences (SPSS). After all the data has been collected, the researcher will perform two examinations. The first examination to be done by the researcher will be to check for the total responses received. The second examination to be done by the researcher will be to check to make sure that all the respondents are clear and to determine if there is a necessity to remove any participants who did not meet the inclusion criteria. Following the respondents’ review, the missing value command of SPSS software will be used to determine what is the missing and any inappropriate responses. At this point, any negativity worded items are addressed and recorded by the numeric answer for the particular positive response. A review of the subscale scores and scale responses is made to obtain the total score is used to achieve the mean scores to reflect the original unit of measurement. The researcher will use the SPSS software to determine if the distribution of the scores meets the assumption of the statistical test used to address the research questions and associated hypotheses. Following this activity, the demographics and summarization of these values will be used for the descriptive statistics.
Limitation
This study is limited to the nontraditional students from colleges and universities located outside of the United States. The diversity of the populations of multiple educational institutions
will not provide a good sampling group. The importance of some of the cognitive strategies as measured by the MSLQ that may be influenced by the structure of the courses taken at various times. The participants are selected based on availability and accessibility, which may present an awkward position that may affect the sample may not be a representative of the targeted population. Limitations may also involve the research instrument such as a burden to the respondents and could contribute to incomplete surveys or the student interruptions of the questions.
Predictable Findings
The purpose of this study is to obtain the understanding of how these three strategical components cognitions, metacognition, and motivation, foster the theories of self-regulated learning (SRL), self-efficacy and their relationship to the academic success of nontraditional students taking online courses. In particular, as a researcher, I am looking forward to the outcomes related to the independent variables, i.e., age, gender, race/ethnicity, and income, which are reflective of the conceptual framework of self-regulated learning (SRL) process. Correspondingly, addressing the question of how students become masters of their learning process and, unlike the measures of mental ability or academic performance skills (Panadero, 2017).
Ethical Issues in the Proposal Study
This proposed study acknowledges and observes the participant’s rights and the researchers’ obligations, responsibility, and beneficence. Before the research may be conducted the researcher needs to obtain permission from Concordia University – Portland, Institutional Review Board. Also, approval of informed consent has to be in place before the participants can take the survey instrument. More importantly, the participant will be informed that their participation is voluntary, confidential, and they have to opportunity to opt out of whatever reason.
The ethical, moral, and privacy requirements are outlined in The Data Protection and Security Plans identified on the Prolific Academic Ltd. website www.prolific.ac (Appendix X). The Prolific Academic Research Term of Service outline precise procedures and their commitment to the researcher and participants. Only participants that meet the specific demographic characteristics can participate in the study. All pre-screening information is based on participants’ self-reporting procedure. Therefore, under the Privacy Notice and Cookies Policy https://prolific.ac/privacy, they will not disclose any participant’s data to the researcher. Only Prolific Academic has access to this information as they assign random identification numbers to them. Also, they have specific ethical and moral privacy requirements in place for the researcher and participants for the usage of this particular research website.
Also, the Qualtrics Policy and Institutional Review Board (IRB) Policies http://www.cuportland.edu/IRB-Policies (Appendix X) has outlined its responsibility of the researcher and participants as well. Qualtrics is our designated tool to create, deliver, and analyze surveys and survey responses for academic, administrative, and research related purposes only. The users of Qualtrics are explicitly forbidden from asking survey participants any sensitive questions as aligned with Prolific Academic Ltd.
There are no foreseeable risks involved in participating in this study other than those encountered in day-to-day life and to minimize that thought each participant will sign an informed consent form allowing the individual to withdraw from participating in the study at will.
The data collected from the survey will be placed on a flash drive in a locked in a fireproof safe then is stored in a locked closet for the protection of the data. The researcher is the only one with the key. Once the research is completed, all hard copied material and the researcher will destroy the flash drive within three years after this study.
As the researcher, I strived to do no harm, mislead or influence the participants through the participation in the study. I adhered to the highest standard of conduct and never committed fraud or conceals intent concerning the research. Furthermore, the researcher will identify and address the potential risk, which can hurt or cause discomfort to the participants; however, regardless if the majority of threats are removed risk may still exist. Each participant will be briefed about the threat that remains and has a clear understanding of such risk before participating. If the potential risks include the potential loss of time, which can be a discomfort to the participant, again the participant can withdraw from participating in the study at any time. The researcher will inform the participants that taking the survey is 20 to 30 minutes. Another potential risk that may arise concerning the individual recalling traumatic stress from taking an online survey. If the participants feel inferior or disturbed, the researcher reiterates to the participant to stop the questionnaire at any time and seek support or call a number to get help because any style of trauma will not be taken lightly. Lastly, the invasion of privacy such as asking about income may cause discomfort; however, the study provided to the participant is a clear rationale and appropriateness for the proposed research.
Summary
This chapter detailed the research questions, research design, data sources and data collection procedures, data analysis and ethical consideration in this quantitative study. The student data will provide insight to the values extracted from the MSLQ for the researcher to examine the characteristics and demographic elements that will impact and predict the academic success of nontraditional students enrolled in college or university in the United States. The data analysis includes both descriptive and correlational studies that will allow the comparison between the variables such as age, gender, race/ethnicity, and income, which will significantly predict the academic success of nontraditional students enrolled in the online course.
