On Distance Education Amid Coronavirus Pandemic: Self-Regulation and Learning Outputs of Filipino MOOC Learners

Abstract

Self-regulation in online learning is one of the critical behaviors in distance education that scholars study worldwide. It is widely debated as to its impacts or relationships to the online learners’ level of achievement, especially during this coronavirus pandemic. This study is conducted to determine whether there is a significant relationship between the self-regulation in the online study and the quality of learning outputs achieved by the 290 Massive Open Online Courses (MOOC) learners of Davao del Norte Camp informed by the science of Self-Regulation Theory (SRT). Specifically, this study sought to determine the level of self-regulation of respondents in online learning, identify their level of learning outputs achieved in MOOC, determine the relationship between self-regulation and learning outputs in MOOC, and identify the significant predictors of MOOC learning outputs. Quantitative-correlational design is adopted in this study whereby the researcher used an adapted survey questionnaire on Self-Regulation for Online Learning to gather data from the respondents. The author analyzed the collected data using the multiple regression correlation test. The results showed that the level of self-regulation among the Davao del Norte MOOC learners was very high, and they acquired an excellent level of MOOC learning outputs. Moreover, the findings revealed that the respondents’ self-regulation in online learning is strongly correlated to their MOOC learning outputs. It was also found out that the self-regulation indicators, namely: metacognition, time management, environmental structuring, help-seeking, and persistence are all significant predictors of MOOC learning outputs. The results suggest that online learners should observe self-regulation in their MOOC studies to maximize their course completion and learning accomplishments.