Deconstructing self-regulated learning in MOOCs: In search of help-seeking mechanisms

Researchers see self-regulated learning (SRL) as a fundamental skill for succeeding in massive open online courses (MOOCs). However, there is no sufficient evidence of adequate functioning of SRL dimensions such as environment structuring, goal setting, time management, help-seeking, task strategies...

Full description

Saved in:
Bibliographic Details
Published in:Education and information technologies 2021-01, Vol.26 (1), p.17-33
Main Authors: Vilkova, Kseniia, Shcheglova, Irina
Format: Article
Language:English
Subjects:
Analysis
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
Construct Validity
Education
Educational Technology
Factor Analysis
Foreign Countries
Help Seeking
Information Systems Applications (incl.Internet)
Learning Strategies
Massive open online courses
Online Courses
Online education
Online instruction
Self Control
Surveys
Time management
User Interfaces and Human Computer Interaction
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Researchers see self-regulated learning (SRL) as a fundamental skill for succeeding in massive open online courses (MOOCs). However, there is no sufficient evidence of adequate functioning of SRL dimensions such as environment structuring, goal setting, time management, help-seeking, task strategies, and self-evaluation in the MOOC environment. This study fills the gap in understanding the structure of SRL skills utilising the Online Self-Regulated Learning Questionnaire (OSLQ). The construct-related validity of the OSLQ is evaluated based on self-reported survey responses of 913 Russian MOOC learners with confirmatory factor analysis and criterion-related validity is checked with independent samples t-tests comparison. The results show that the original six-factor hierarchical model does not fit the data adequately. The evidence implies that the dimension ‘help-seeking’ is not effective in the MOOC environment. Therefore, a redefined five-factor hierarchical model of the OSLQ is suggested.
ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-020-10244-x