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26 Y. Wang et al.examinations, emotion and volition management, cooperation and communication, and time andtask management. If the strategies for either emotion release or cooperation and communicationare weak, then learning support services should be provided to engage these <strong>learners</strong> in <strong>distance</strong>learning as much as possible through conversations, homework feedback, the design <strong>of</strong> grouplearning activities, and so forth. These needs arise largely from the separation <strong>of</strong> tutors and <strong>learners</strong>as an attribute <strong>of</strong> <strong>distance</strong> learning.It is also important to specify learning objectives, and to help with improving and promotingthe level <strong>of</strong> the learner’s learning strategy. Learning objectives are the starting point and thefinal goal <strong>of</strong> learning strategy, and determine the learning activity. The essence <strong>of</strong> learning strategyis the effective supervision, adjustment and control <strong>of</strong> the learning process. Learners need tocompare their draft plan with their achievement <strong>of</strong> the objectives. This provides feedback toenable them to adjust their learning processes accordingly. The outcome <strong>of</strong> this process mayresult in them directing their attentions elsewhere or changing their learning methods. It mayalso cause them to revise their learning objectives. The diversity <strong>of</strong> learning objectives willdirectly affect the form <strong>of</strong> learning strategy. In summary, having a learning strategy is anadvanced skill that may help improve the effectiveness and success <strong>of</strong> the learner. The activelearner analyses a specific question according to the changes <strong>of</strong> internal and external environmentsin order to adjust and control their psychology, their learning methods and their learningskills.Third, there is a need to emphasize the self-efficacy and to correct the attribution <strong>of</strong> <strong>learners</strong>,first <strong>of</strong> all by reinforcing the cultivation <strong>of</strong> self-efficacy. The <strong>research</strong> finds that, as an adjustingvariable, self-efficacy brings about a reaction with the potential to cause the improvement <strong>of</strong>both <strong>learners</strong>’ learning methods (especially those including the component <strong>of</strong> self-adjustment)and <strong>learners</strong>’ expectation <strong>of</strong> the results. Self-efficacy can determine subsequent behaviour, but itis also affected by the results <strong>of</strong> previous behaviour. The result <strong>of</strong> negative behaviour over a longtime will lead to the decline <strong>of</strong> <strong>learners</strong>’ learning efficacy. Distance education institutions mayhelp <strong>learners</strong> to enhance their self-efficacy by allowing them to acquire successful experiences orby allowing them to observe the learning behaviour <strong>of</strong> others having substantial experience. Thiscan strengthen their own understanding and further promote the development <strong>of</strong> learningstrategy. Attention should be paid to cultivating the ability <strong>of</strong> <strong>learners</strong> to give reasonable selfreflectionand attributive explanations <strong>of</strong> their experiences <strong>of</strong> success and failure. The survey onthe attribution <strong>of</strong> learning success and failure reflects the collective tendency <strong>of</strong> <strong>learners</strong>’ attribution.Learning support services, in <strong>distance</strong> educational institutions, need to deliver appropriateinstruction so as to enable <strong>learners</strong> to make a correct attribution <strong>of</strong> their learning results andavoid incorrect attribution.Finally, there is a need to inspire <strong>learners</strong>’ learning motivation. The <strong>research</strong> outcomes showthat <strong>distance</strong> <strong>learners</strong> have diverse levels <strong>of</strong> motivation and that learning motivation has a directimpact on <strong>learners</strong>’ results. Therefore, <strong>distance</strong> education institutions need to recognize that<strong>learners</strong> do have different learning motivations and avoid support for one-sided cognition.Support services need to recognize that intrinsic motivation is more important than extrinsicmotivation. Attention needs to be given to understanding the learning environments in which<strong>learners</strong> are studying and to create conditions according to the intrinsic motivation <strong>of</strong> the learner.This will enhance <strong>learners</strong>’ overall motivation through allowing every learner to gain someexperience <strong>of</strong> success and through providing <strong>learners</strong> with more opportunities to develop a sense<strong>of</strong> being successful; for instance, opportunities for the recognition <strong>of</strong> success can be createdthrough the selection <strong>of</strong> learning contents that combine easy and difficult activities. The samecan be done for the completion <strong>of</strong> homework, participation in learning activities, testing <strong>of</strong> unitsand the pacing and timing <strong>of</strong> learning opportunities. This could enhance motivation and improveresults for <strong>learners</strong>.
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