Abstract
Massive Open Online Course (MOOC) is among disruptive innovations in online learning environments that attract a significant interest among students. MOOCs require learners to be actively involved and to utilize an individual process of self-regulated individual learning. The development of a measurement model for online self-regulated learning (SRL) has been found to be lacking when compared with the traditional, face-to-face context. This research has the objective of developing a model for measuring online self-regulation strategies in Malaysian MOOCs. Data collection was carried out using a sample of 384 learners in three MOOCs operated under the openlearning.com platform. A confirmatory factor analysis was executed to indicate the goodness-of-fit and validate the measurement model. Findings have shown that the measurement model and the data have a good fit after performing model modification procedures. Thus, the model is suitable for measuring online SRL in the setting of MOOC learning. Further, this study recommends several suggestions regarding the applicability of the measurement model with other variables related to teaching and learning in MOOC.
Highlights
There is a discernible increase in interest in the issue of teaching and learning in Massive Open Online Courses (MOOCs)
MOOCs are free of charge and targeted at students of all types, which means they attract a bigger following in comparison with other platforms of online learning [1]
Of 2257 learners who enrolled in these MOOCs, 384 participants responded to the web-based questionnaire, resulting in the response rate of 17.0%
Summary
There is a discernible increase in interest in the issue of teaching and learning in Massive Open Online Courses (MOOCs). In the matter of learning strategies, self-regulation becomes a crucial factor for successful learning in MOOC [11]. A self-regulated learner is actively involved in iJET ‒ Vol 15, No 8, 2020. This process comprises three steps, namely forethought (before), performance (during), and self-reflection (after) phases [12]. Students who possess high self-regulated learning (SRL) are more able to participate in learning by setting study objectives individually (forethought phase), determining the practical methods to learn (performance phase), and tracking the achievement of their goals (self-reflection phase) [13]. With the increase in learners’ responsibility as well as their autonomy in MOOCs, self-regulation is necessary for MOOCs [11, 14]
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