Abstract: Although it is not intended to identify distance
education students as a homogeneous group, recent research has
demonstrated that there are some demographic and personality
common traits among most of them that provide the basis for the
description of a typical distance learning student. The purpose of this
paper is to describe these common traits and to facilitate their
learning journey within a distance education program. The described
research is an initiative of the Distance Education Unit at the
European University Cyprus (Laureate International Universities) in
the context of its action for the improvement of the students’
performance.
Abstract: This paper reports the findings of a research
conducted to evaluate the ownership and usage of technology devices
within Distance Education students- according to their age. This
research involved 45 Distance Education students from USM
Universiti Sains Malaysia (DEUSM) as its respondents. Data was
collected through questionnaire that had been developed by the
researchers based on some literature review. The data was analyzed
to find out the frequencies of respondents agreements towards
ownership of technology devices and the use of technology devices.
The findings shows that all respondents own mobile phone and
majority of them reveal that they use mobile on regular basis. The
student in the age 30-39 has the heist ownership of the technology
devices.
Abstract: This study describes the relationship between motivation factors and academic performance among distance education students enrolled in a postgraduate nursing course. Students (n=96) participated in a survey that assesses student's motivational orientations from a cognitive perspective using a selfadministered questionnaire based on Pintrich-s Motivation Strategies for Learning Questionnaire (MLSQ). Results showed students- motivational factors are highest on task value (6.44, 0.71); followed by intrinsic goal orientation (6.20, 0.76), control beliefs (6.02, 0.89); extrinsic goal orientation (5.85, 1.13); self-efficacy for learning and performance (5.62, 0.84), and finally, test anxiety (4.21, 1.37). Weak positive correlations were found between academic performance and intrinsic goal orientation (r=0.13), extrinsic goal orientation (r=0.04), task value (r=0.09), control beliefs (r=0.02), and self-efficacy (r=0.05), while there was weak negative correlation with test anxiety (r=-0.04). Conclusions from the study indicate the need to focus on improving tasks and targeting intrinsic goal orientations of students to courses since these were positively correlated with academic performance and downplay the use of tests since these were negatively correlated with academic performance.