Abstract
Adaptive Learning (AL), a new web-based online learning environment, requires self-regulated learners who act autonomously. However, to date, there appears to be no existing model to conceptualize different aspects of SRL skills in Adaptive Learning Environments (ALE). The purpose of this study was to design and empirically evaluate a theoretical model of Self-Regulated Learning (SRL) in ALE's and the related questionnaire as a measurement tool. The proposed theoretical model, namely, “Adaptive Self-Regulated Learning (ASR)”, was specified to incorporate the SRL skills into ALE's. Based on this model, the Adaptive Self-regulated Learning Questionnaire (ASRQ) was developed. The reliability and validity of the ASRQ were evaluated via the review of a content expert panel, the Cronbach's alpha coefficients, and confirmatory factor analysis. Overall, the results supported the theoretical framework and the new ASRQ in an ALE. In this article, the theoretical and practical implications of the findings were discussed.
Highlights
The Internet has become a robust, dynamic, and flexible way of communication and a medium of learning which develops “learning-on-demand and learner-centered instruction and training” (Khan, 2001, p. 4)
Development of the Adaptive Self-Regulated Learning Questionnaire (ASRQ) In order to conceptualize SRL factors in Adaptive Learning Environments (ALE)’s, this study proposed a theoretical framework, namely, the Adaptive Self-Regulated Learning (ASR) model
This study concluded that the eight-factor ASR is an acceptable model fit to measure SRL skills in an ALE through the ASRQ
Summary
The Internet has become a robust, dynamic, and flexible way of communication and a medium of learning which develops “learning-on-demand and learner-centered instruction and training” (Khan, 2001, p. 4). The expansion of the World Wide Web with its adaptive nature for diverse audiences followed by the accumulation of research in the field of adaptive technologies were the main driving forces behind the growth of adaptive technology as both attractive and challenging platforms for educators and researchers (Brusilovsky, 2001). This new technology is considered as the generation of the digital learning environment
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