Supporting Volitive Strategies and Improving the Experience of Distance Students
DOI:
https://doi.org/10.37467/revhuman.v11.3874Keywords:
Distance Learning, Learning Experience, Self-regulation, Motivation, Volitional Strategies, Tangible Design, StudentsAbstract
The objective of the study was to explore the potential of tangible design to support volition in distance education. Semi-structured interviews were conducted with six students with the aim of focusing on their distance learning experience. The interpretive phenomenological analysis of the interviews evidenced the difficulties that can be mitigated through by implementing volitional strategies such as the structuring time and environment, managing emotions and motivation, and seeking social support. Five tangible objects were proposed to meet the needs of the students: the reward tube, the album of victories, the emotional thermometer, the learning cap and the guardian of time.
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