A Novel Method to Measure Self-Regulated Learning Based on Social Media

Amr Adel Elsayed,Martin Llamas-Nistal,Manuel Caeiro-Rodriguez,Fernando A Mikic-Fonte

doi:10.1109/access.2021.3092943

Abstract

Self-Regulated Learning (SRL) draws many scholars' attention because of the fast proliferation of the quantity of information available to students and the advancements in educational technologies. This paper targets introducing a new approach to measure higher education students' adoption of Self-Regulated Learning (SRL) strategies. The most common way to measure SRL is using very large or limited questionnaires, usually at the beginning of the term. The proposed approach is based on the administration of questions in small chunks over the term taking advantage of social media platforms (particularly Facebook). The paper describes the contents and procedures of the novel approach and compares it against the well-known Motivated Strategies for Learning Questionnaire (MSLQ). Firstly, the MSLQ was applied for initial data gathering (number of participants=344). Secondly, the new approach was administered via two Facebook groups voluntarily (number of participants=170). The study included students from diverse disciplines in different academic years. The findings show some differences between both instruments and reveal that the administration of questions in small chunks along the term leads to more reliable and internally consistent results (according to Cronbach's coefficient values) and less affected by gender difference. Furthermore, SRL measurement in the novel approach takes place over an extended period, introducing some variations in the students' answers. The results of a satisfaction questionnaire and interviews with non-active participants indicate the positive role of social media in enhancing students' participation and emphasize the need for timely feedback to enhance the participation of students.

Highlights

Self-Regulated Learning (SRL) is defined as a ‘‘self-directive process by which learners transform their mental abilities into academic skills’’ [1]
The results of this literature review reveal that so far, there is a literature gap in utilizing the power of social media to measure the higher students’ adoption of SRL strategies and behaviors. This paper addresses this problem and employs a novel approach to administer a self-report questionnaire over an extended period asking a limited number of questions either daily or every other day
The help-seeking & peer learning category scored the lowest value among the SRL categories of the novel approach

Summary

INTRODUCTION

Self-Regulated Learning (SRL) is defined as a ‘‘self-directive process by which learners transform their mental abilities into academic skills’’ [1]. The results of this literature review reveal that so far, there is a literature gap in utilizing the power of social media to measure the higher students’ adoption of SRL strategies and behaviors This paper addresses this problem and employs a novel approach to administer a self-report questionnaire over an extended period asking a limited number of questions either daily or every other day. B. THE NOVEL APPROACH The second instrument has been created, taking and adapting all of the 81 MSLQ items in addition to 69 questions from 11 other questionnaires (Table 3)—a total of 150 questions that measure nine different SRL competencies. After the end of data gathering, a satisfaction questionnaire was administered to measure the participating students’ overall satisfaction with the study concerning the interaction, the instruction, the instructor, and the used technology. The students’ participation was voluntary and anonymous to enable them to express their opinions without any pressure

RESULTS

SRL RESULTS

DISCUSSION