Open AccessMotivation of Taking Distance-Learning and Online Programmes: A Case Study in a TAFE Institution in Australia
Author(s) -
Luis Miguel Dos Santos
Publication year - 2021
Publication title -
academic journal of interdisciplinary studies
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.148
H-Index - 5
eISSN - 2281-3993
pISSN - 2281-4612
DOI - 10.36941/ajis-2021-0149
Subject(s) - blueprint , distance education , institution , government (linguistics) , curriculum , medical education , closure (psychology) , social distance , higher education , public relations , psychology , political science , pedagogy , sociology , covid-19 , engineering , medicine , social science , mechanical engineering , linguistics , philosophy , disease , pathology , law , infectious disease (medical specialty)
The distance-learning and online courses and programmes are popular during the COVID-19 Pandemic due to the recommendation of social distancing and closure of borders in Australia. The purpose of this study is to explore and understand the motivation and decision-making processes of international students who continue their academic courses and programmes using online distance-learning platforms under the COVID-19 Pandemic. With the case study design, the researcher recruited 20 international students who are currently completing their academic courses and programmes through distance-learning from a Technical and Future Education (TAFE) institution in Australia. Based on the Social Cognitive Career and Motivation Theory, the researcher categorised that the educational achievements and career goals, the achievements of education and career goals, and interests in career development drove the factors of their motivation and career-decision-making process. The results of this study will provide a blueprint for school leaders, department heads, government agencies, policymakers, and researchers to reform and upgrade the current curriculum for technologically-assisted teaching and learning strategies and international students’ experiences.
Received: 16 June 2021 / Accepted: 11 August 2021 / Published: 5 November 2021