The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses

Daeyeoul Lee,Sunnie Lee Watson,William R Watson

doi:10.19173/irrodl.v20i5.4389

Abstract

This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson’s correlation analysis show a positive correlation between self-efficacy and the use of self-regulated learning strategies, as well as a positive correlation between task value and the use of self-regulated learning strategies. The results of hierarchical multiple regression analysis show that self-efficacy and task value are significant predictors of the use of self-regulated learning strategies. There was a statistically significant difference in the use of self-regulated learning strategies between learners who possessed high self-efficacy and those who possessed low self-efficacy. In addition, learners who had high task value showed statistically significant higher average self-regulated learning scores than those who had low task value. Implications and future research directions are discussed based on the findings.

Highlights

Since the evolution of open educational resources (OER), massive open online courses (MOOCs) have emerged as a new platform for online learning
MOOC learners were divided into three level groups according to percentile based on their self-efficacy and task value scores: the low group was below the 25th percentile; the medium group was between the 25th and the 75th percentile; the high group was above the 75th percentile
The study findings demonstrate that self-efficacy was positively associated with the use of Self-regulated learning (SRL) strategies in two probability MOOCS as found in traditional online learning settings

Summary

Introduction

Since the evolution of open educational resources (OER), massive open online courses (MOOCs) have emerged as a new platform for online learning. In MOOCs, there is a lack of interaction between instructors and learners, as well as the availability of significant learner support These unique characteristics of MOOCs require learners to have an ability to self-regulate their own learning more than in traditional online courses. Little is known about the relationships between self-efficacy, task value, and the use of SRL strategies in MOOCs. Studies on SRL in traditional online learning environments have shown that there are positive relationships between self-efficacy and the use of SRL strategies (e.g., Artino & Stephens, 2006). Task value is positively related to the use of SRL strategies (Hsu, 1997) These findings provide instructors and instructional designers with new insights on how to design online courses to support learners’ self-regulation in terms of motivation and SRL strategies (e.g., Artino, 2008)

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