The Relationship between Academic Engagement in MOOCs and Self-Regulation Learning Strategies

Autor/inn/en	Badali, Mehdi; Rezaei, Eisa; Fallahi, Niloofar
Titel	The Relationship between Academic Engagement in MOOCs and Self-Regulation Learning Strategies
Quelle	(2022), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	MOOCs; Learner Engagement; Instructional Innovation; Student Interests; Metacognition; Learning Strategies; Student Motivation; Cognitive Processes; Correlation; Teacher Attitudes; Teacher Characteristics; Questionnaires; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Educational Innovation; Bildungsinnovation; Studieninteresse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulische Motivation; Cognitive process; Kognitiver Prozess; Korrelation; Lehrerverhalten; Fragebogen
Abstract	Massive Open Online Course (MOOC) is among the innovations in online learning environments that attract a significant interest among students but they have a high drop rate. Due to MOOC's high attrition rates, this study investigated the relationship between academic engagement in MOOCs and self-regulation learning strategies. The correlation method was used for this research. Questionnaires of academic engagement (Reeve and Tseng, 2011) and self-regulated learning strategies (Pentrich and De Groot, 1990) were used. An online survey was embedded at the end of MOOCs with enrollments asking for learners' voluntary participation in the study. The survey results from 295 participants indicated that there is a positive and meaningful relationship between cognitive, metacognitive strategies, and motivational beliefs with academic engagement in MOOCs. In addition, Self-regulated learning strategies and motivational beliefs were able to explain 41% of the changes in academic engagement. the findings highlight the critical need to enhance self-regulation learning strategies in MOOCs. This study should be extended to investigate practical ways to encourage MOOC learners to adopt learning strategies. [For the full proceedings, see ED630948.] (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01