Motivating the Distant Leaner to be a Self-Directed Learner

The purpose of this paper is to strategies for motivating the distant learner based upon current learning theory and research on self-regulation (SR) and motivation. Self-directed learning here refers to learners who, in addition to self-regulating, self-motivate. Therefore, the instructional strategies suggested will address self-regulation and motivation, that is the tendency for the learners to engage in self-regulatory and motivating activities. A self-regulated learner continually engages four activities; planning, organizing, monitoring, and evaluating his learning processes (Corno, 1989; Zimmerman & Paulsen, 1995). Being self-regulated entails using all the skills that enable one to metacognitively, motivationally, and behaviorally participate in one’s own learning process (Zimmerman, 1986). In short a self-regulated learner can and will actively support her own learning cognitively, metacognitively, and motivationally. They know what to study; how to learn; they have confidence that if they expend effort they can learn; and the most sophisticated among them, will know that effort and effective strategies are necessary. Specific self-regulation and motivation conditions associated with specific learning activities fortunately are easy to embed in distance instruction, many requiring minimal if any instructor time. Embedding selfregulation strategies and tools in a course integrates self-regulation support with the learning environment (Ley & Young 2001). Six principles capture strategic learning activities often associated with success among self-regulated and motivated learners.