Factors Influencing Learners’ Self –Regulated Learning Skills in a Massive Open Online Course (MOOC) Environment

Year 2019, , 1 - 16, 01.07.2019

Nour Awni Albelbısı Farrah Dina Yusop

https://doi.org/10.17718/tojde.598191

Cited By: 52

Abstract

The importance of self-regulation in a MOOC has been extensively discussed in research studies that provide evidence about the significant relationship between self-regulated learning and success in an e-learning environment. Learners with high self-regulated learning are more independent in regulating their learning and have a greater probability of success in their online courses. This study identifies factors that influence self-regulated learning and determines relationships between these factors and self-regulated learning. A conceptual model is proposed for combining success factors for self-regulated learning in a MOOC environment. A research instrument based on the model was designed and administered to six hundred and twenty-two MOOC students enrolled in five universities. Relationships between relevant factors and self-regulated learning were examined using a Partial Least Squares Structural Equation Modeling (PLS-SEM) technique, and the statistical findings revealed that three factors - service quality, attitude, and course quality - influence self-regulated learning in a MOOC.

Keywords

MOOC, Massive Open Online Courses, self-regulated learning, MOOC success

References

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