Статья

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

K. Vilkova, I. Shcheglova,
2021

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.

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  • 1. Version of Record от 2021-01-01

Метаданные

Об авторах
  • K. Vilkova
    National Research University Higher School of Economics
  • I. Shcheglova
    National Research University Higher School of Economics
Название журнала
  • Education and Information Technologies
Том
  • 26
Выпуск
  • 1
Страницы
  • 17-33
Финансирующая организация
  • Ministry of Education and Science of the Russian Federation
Номер гранта
  • undefined
Тип документа
  • journal article
Тип лицензии Creative Commons
  • CC BY
Правовой статус документа
  • Свободная лицензия
Источник
  • scopus