Assessing Self-Regulation of Learning Dimensions in a Stand-alone MOOC Platform

Abstract

Abstract-A capacity for self-regulated learning (SRL) has long been recognised as an important factor in successful studies. Although educational researchers have started to investigate the concept of SRL in the context of online education, very little is yet known about SRL in relation to massive open online courses (MOOCs) or of appropriate strategies to foster SRL skills in MOOC learners. Self-regulation is particularly important in a MOOC-based study, which demands effective independent learning, and where widely acknowledged high dropout rates are observed. This study reports an investigation and assessment of the concept of SRL using a novel MOOC platform (eLDa) by providing study options (either via a self-directed learning or instructor-led learning) using a novel learning tool. In view of this, the research presents general description of self-regulated learning and explored the various existing dimensions used to expose the learners SRL skills. Drawing comparison of the online tool, the results and findings of the data were analysed. The study discusses how the various dimensions contributed to the knowledge representation of the self-regulated learning abilities shown by the learners. We present how these SRL dimensions captured using the measuring instrument contributes to our growing understanding of the distinctive features of the individual learner's self-regulated learning. MOOCs success required a high performance of selfregulated learning abilities which at the moment very little has shown these degree of supporting SRL skills. This paper presents preliminary evaluation of a novel e-learning tool known, as 'eLDa' developed to implement this investigation of self-regulation of learning. The research applied a modified online self-regulated learning questionnaire (OSLQ) as the instrument to measure the SRL skills. The modified questionnaire known as MOOC OSLQ (MOSLQ) was developed with a 19-item scale questions that exposes the six SRL dimensions used in this study.

Research trends in measurement and intervention tools for self-regulated learning for e-learning environments—systematic review (2008–2018)

“…From the review, it can be noted that measurement and promotion of SRL has greatly advanced from the use of traditional methods which relied on learner perceptions on their SRL skills and use of offline data to online measures such as the use of learner logs from e-learning environments. The findings from the review indicate that there is noticeable evidence of a recognizable shift from using tools that only measures SRL to tools that measure SRL while providing interventions that stimulates growth of SRL in learners during the learning process Barnard et al, 2009;Cho & Shen, 2013;Dawson et al, 2015;Delen et al, 2014;Onah & Sinclair, 2017;Siadaty, 2016;Winne & Hadwin, 2013).…”

“…When the learners engage on the suggested SRL tasks by agents, the SRL skill growth is triggered. The software agents identified in this review include ProSOLO software by Dawson et al (2015), eLDa tool by Onah and Sinclair (2017), SoftLearn tool by Rodriguez Groba et al (2014), and Learn-B software by Siadaty (2016). c. Learner feedback: As presented in Table 2, we established that a number of studies employed web-enabled prompts to provide feedback to learners.…”

“…Summary of the reviewed studies The tool contain 24 items under five categories that are used to measure six SRL strategies which include goal seeking, help seeking, time management, task strategies, environment structuring, and self-evaluation Onah and Sinclair (2017). also used a modified OSLQ tool to develop another tool used to measure SRL on massive open online courses systems known as MOSLQ.…”

Learning Analytics for Motivating Self-regulated Learning and Fostering the Improvement of Digital MOOC Resources

“…MOOC has been claimed to solve many educational issues by the provision of free open access courses, that enabling learners to explore independent learning [1]. This paper reviews issues relating to learning analytics in MOOC contexts, considering published data on MOOC learning analytics and discussing factors implicated in previous studies as being related to self-regulated learning [17,18]. The free nature of MOOCs is said to be behind the reasons for profound risk of dropout [11,12], and the students ability to self-regulated their learning habits [13].…”

Governmental partnerships for language learning: A commercial language platform for young workers in Colombia

“…Given that participants are expected to self-direct their language study, we suggest that the Ministry of Labor should allocate a few hours of training to intrapersonal skills to ensure successful Duolingo use. Research indicates that, by making a specific emphasis on self-regulation (19) and self-regulatory sub-processes (20), participants are more likely to make decisions on how to better use stand-alone language solutions such as Duolingo (Fischer, 2007;Garcia-Botero & Questier, 2016;Nielson, 2011;Onah & Sinclair, 2017). Therefore, some participants would likely be willing to cover all the units in the language course, while others would prefer to do a placement test or study on the to-be-translated documents provided by Duolingo.…”