Autonomy and perseverance in a blended learning Case of ESTEEM program “Energizing STEM Teachers through English Exploration in Morocco”

Persistence in distance learning is a major issue and challenge for learners as well as for training designers and organizations. It be caused by social, emotional, technical, cognitive, or metacognitive reasons. Addressing these individual factors that motivate learners to continue or to drop out is at the heart of cognitive theories. This paper is a mixed-methods study that attempts to examine the phenomenon of persistence and its correlation with learning practices implemented in distance learning. Learners in the ESTEEM program “Energizing Science Technology Engineering Mathematics Teachers Through English Exploration in Morocco” constitute the sample of this case study. The purpose of this study is to understand to what extent the motivational profile of learners can influence the success of a blended learning? And what impact autonomy has on the learner's decision to persist or to drop out of a blended learning experience? The results show that most learners who have completed the course have a high degree of autonomy. Learners must then develop this skill. The e-learning devices designers and trainers must also support the development of this skill by learners in order to make e-learning programs successful.