Factors Influencing Learners' Self-Regulated Learning Skills in a Massive Open Online Course (MOOC) Environment

Autor/inn/en	Albelbisi, Nour Awni; Yusop, Farrah Dina
Titel	Factors Influencing Learners' Self-Regulated Learning Skills in a Massive Open Online Course (MOOC) Environment
Quelle	In: Turkish Online Journal of Distance Education, 20 (2019) 3, S.1-16, Artikel 1 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Albelbisi, Nour Awni) ORCID (Yusop, Farrah Dina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-6488
Schlagwörter	Large Group Instruction; Online Courses; Educational Technology; Technology Uses in Education; Self Control; Independent Study; Student Characteristics; Correlation; Student Attitudes; Educational Quality; Undergraduate Students; Foreign Countries; Access to Information; Technological Literacy; Difficulty Level; Teacher Characteristics; Study Habits; Malaysia + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Selbstbeherrschung; Selbststudium; Korrelation; Schülerverhalten; Quality of education; Bildungsqualität; Ausland; Technisches Wissen; Schwierigkeitsgrad; Study behavior; Study behaviour; Studienverhalten
Abstract	The importance of self-regulation in a MOOC has been extensively discussed in research studies that provide evidence about the significant relationship between self-regulated learning and success in an e-learning environment. Learners with high self-regulated learning are more independent in regulating their learning and have a greater probability of success in their online courses. This study identifies factors that influence self-regulated learning and determines relationships between these factors and self-regulated learning. A conceptual model is proposed for combining success factors for self-regulated learning in a MOOC environment. A research instrument based on the model was designed and administered to six hundred and twenty-two MOOC students enrolled in five universities. Relationships between relevant factors and self-regulated learning were examined using a Partial Least Squares Structural Equation Modeling (PLS-SEM) technique, and the statistical findings revealed that three factors - service quality, attitude, and course quality - influence self-regulated learning in a MOOC. (As Provided).
Anmerkungen	Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01