Does eLearning Require 
Self-regulated Discipline? Measuring and Validating a Scale for Online 
Self-regulated Learning Quotient

Abstract

Self-regulation has gained much prominence due to its necessity and significance in eLearning environment. The nature of eLearning mandates higher self-regulation to attain efficacy. In this article, we study the Online Self-regulated Learning Quotient (OSLQ) scale as it is a pioneering scale that has been verified for studying self-regulation in eLearning environment. The literature delineates the need to empirically examine the reliability and validity of the OSLQ in various contexts. This study was conducted in two phases on business school students from tier one management institutes in India. In phase 1, we performed qualitative analysis through focus group discussions on a sample of 24 respondents to check the content validity of the scale. In phase 2, we performed quantitative analysis on a sample of 528 respondents. Exploratory factor analysis in phase 2 of the study confirmed six factors. Confirmatory factor analysis in phase 2 of the study confirmed scale validity. Based on the findings, we conclude that OSLQ is a valid and reliable scale to assess self-regulation among Indian students in eLearning context. These findings have added to the theoretical legitimacy of the scale. In terms of practical implication, our findings suggest that OSLQ may be employed in an Indian context. This has significant implications for future research in self-regulation studies in India, especially in the context of eLearning.