Validation of the self-regulated online learning questionnaire

Renée S. Jansen*, Anouschka Van Leeuwen, Jeroen Janssen, Liesbeth Kester, Marco Kalz

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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Abstract

The number of students engaged in Massive Open Online Courses (MOOCs) is increasing rapidly. Due to the autonomy of students in this type of education, students in MOOCs are required to regulate their learning to a greater extent than students in traditional, face-to-face education. However, there is no questionnaire available suited for this online context that measures all aspects of self-regulated learning (SRL). In this study, such a questionnaire is developed based on existing SRL questionnaires. This is the self-regulated online learning ques- tionnaire. Exploratory factor analysis (EFA) on the first dataset led to a set of scales differing from those theoretically defined beforehand. Confirmatory factor analysis (CFA) was conducted on a second dataset to compare the fit of the theoretical model and the exploratively obtained model. The exploratively obtained model provided much better fit to the data than the theoretical model. All models under investigation provided better fit when excluding the task strategies scale and when merging the scales measuring metacognitive activities. From the results of the EFA and the CFA it can be concluded that further development of the questionnaire is necessary.
Original languageEnglish
Pages (from-to)6-27
JournalJournal of Computing in Higher Education
Volume29
Issue number1
DOIs
Publication statusPublished - 25 Oct 2016

Keywords

  • self-regulated learning
  • MOOCs
  • open education
  • questionnaire development
  • online learning
  • MOOC
  • SOONER
  • NRO

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