Abstract
The purpose of this chapter is to examine the academic motivation and self-discipline of online learners and how online academic strategies can translate to the modern-day workforce in the post-pandemic world. The chapter examines digital learning trends and skills students need to prepare them for online learning, such as self-directedness. It discusses the difference between motivation and self-discipline. It also covers strategies specific for different types of learners, such as undergraduate students, graduate students, first-generation students, students with disabilities, and students from underrepresented populations. It provides tips for various levels of educators to support student motivation and self-discipline in the online environment. It also provides tips for students themselves to address their own motivation and self-discipline strategies, such as eliminating distractions, setting goals, using technology effectively, and developing a routine. The chapter concludes with suggestions of how to implement these online academic skills into the workplace.
TopDigital Learning Trends
Given the impact of the COVID-19 work-from-home and learn-from-home environment, digital communication and digital learning are increasingly important for both students and educators. There are multiple terms used to describe students who are learning digitally from home, including online learning, e-learning, remote learning, and distance education (Gelles et al., 2020). Some students like the concept of learning remotely. For example, Baskireva et al. (2021) found that 50% of students were satisfied with this learning modality and felt that it provided them opportunities for self-development, self-realization, and self-improvement.
Joosten & Cusatis (2020) explored four measures to determine if a student may be ready for online learning: online work skills, online learning efficacy, self-directedness, and socialization. Students may be more successful with online learning if their online work skills are more developed, such as if they are able to use the required technology and programs successfully. Likewise, students who have high online learning efficacy and believe that the online learning environment can be just as effective as in-person classroom learning are more likely to be ready and motivated for online learning. In fact, “online learning efficacy was significant in predicting academic performance or course grade” (p. 189). Students also need a certain degree of self-directedness and self-discipline to know how to learn on their own. Lastly, students may be more prepared for online learning if they are competent in online social interactions, such as working on a group project with their group online.
Key Terms in this Chapter
Self-Realization: A person who engages in self-awareness and self-exploration activities in efforts to understand their potential and engage in activities that are appropriate for their abilities and desires.
Emergency Remote Teaching (ERT): A type of online learning that is used in unexpected, sudden situations when students cannot physically be in a classroom, such as a pandemic or natural disaster. This type of teaching is delivered online when the class was not initially designed to be delivered online but is a back-up option until it is safe to resume in-person classes once the emergency has subsided.
Explicit Motivation: A desire to take action on something due to external, conscious, social or cultural desires.
Academic Self-Discipline: A student’s ability to monitor, assess, and control their own academic behaviors and take conscious actions in support of their academic learning or success.
Online Learning: Students who are attending classes and working on assignments via virtual technologies instead of going to a physical campus location. This is also referred to as e-learning or distance learning.
Self-Directed Learning: Students who work on their academics independently by understanding what assignments they need to complete, formulating goals, and choosing appropriate materials and actions to complete those goals and assignments.
Implicit Motivation: A desire to take action on something due to internal, unconscious, biological desires.
First-Generation Student: A student whose primary parents and/or caregivers both did not graduate with a four-year degree.