TY - JOUR
T1 - Deconstructing self-regulated learning in MOOCs
T2 - In search of help-seeking mechanisms
AU - Vilkova, Kseniia
AU - Shcheglova, Irina
N1 - Funding Information:
This work was supported by the Ministry of Science and Education of the Russian Federation in the framework of the Modern Digital Educational Environment. Acknowledgements
Funding Information:
The authors express gratitude to Saule Bekova, the Research Fellow of the Centre of Sociology of Higher Education, National Research University Higher School of Economics, who worked as the coordinator of the project ?Modern digital educational environment?.
Publisher Copyright:
© 2020, Springer Science+Business Media, LLC, part of Springer Nature.
PY - 2021/1
Y1 - 2021/1
N2 - 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.
AB - 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.
KW - Education research
KW - MOOC
KW - OSLQ
KW - Self-regulated learning
KW - Validation
UR - http://www.scopus.com/inward/record.url?scp=85087295853&partnerID=8YFLogxK
U2 - 10.1007/s10639-020-10244-x
DO - 10.1007/s10639-020-10244-x
M3 - Article
AN - SCOPUS:85087295853
SN - 1360-2357
VL - 26
SP - 17
EP - 33
JO - Education and Information Technologies
JF - Education and Information Technologies
IS - 1
ER -