Deconstructing self-regulated learning in MOOCs: In search of help-seeking mechanisms

Abstract

Researchers see self-regulated learning (SRL) as a fundamental skill for succeeding in massive open online courses (MOOCs). However, there is no sufficient evidence of adequate functioning of SRL dimensions such as environment structuring, goal setting, time management, help-seeking, task strategies, and self-evaluation in the MOOC environment. This study fills the gap in understanding the structure of SRL skills utilising the Online Self-Regulated Learning Questionnaire (OSLQ). The constructrelated validity of the OSLQ is evaluated based on self-reported survey responses of 913 Russian MOOC learners with confirmatory factor analysis and criterion-related validity is checked with independent samples t-tests comparison. The results show that the original six-factor hierarchical model does not fit the data adequately. The evidence implies that the dimension 'help-seeking' is not effective in the MOOC environment. Therefore, a redefined five-factor hierarchical model of the OSLQ is suggested.

Online Self-Regulated Learning and Achievement in the Era of Change

“…Due to the comparatively low effect size of the help-seeking variable in addition to the non-significant paths associated with it, the decision was made to remove the variable as part of an alternative model. Further rationale for this decision was drawn from Vilkova and Shcheglova (2020) who report an improved OSRL measurement model when removing the help-seeking variable. We also reverted to three indicators of metacognitive skills.…”

“…Third, it appears that both motivation and metacognitive processes play an important role in initiating, monitoring and sustaining self-regulated learning but their contribution to achievement seems to manifest through action and persistence (Caprara et al, 2008;Dent & Koenka, 2016;Schwinger et al, 2009). Fourth, when restricted to online learning in higher education, the role of help seeking appears to be limited (Barnard et al, 2009;Vilkova & Shcheglova, 2020).…”

“…Puzziferro, 2008) while others have suggested that it is not applicable within online learning environments (e.g. Barnard et al, 2009;Vilkova & Shcheglova, 2020).…”

Exploring the Differences in Taiwanese University Students’ Online Learning Task Value, Goal Orientation, and Self-Efficacy Before and After the COVID-19 Outbreak

“…Also, researchers have advocated that students’ self-regulation skill is essential to be persistent and successful in online learning, especially during this COVID-19 outbreak period (Vilkova and Shcheglova 2021 ). As indicated by a seminal work of Zimmerman and Campillo (2003) concerning self-regulated learning, the motivational constructs adopted in this study (i.e., task value, goal orientation, and self-efficacy) are regarded as essential to and closely related to how learners value their capability, the process as well as the consequences of learning that precede and set the foundation for subsequent self-regulated learning phases.…”

Brazilian Version of Online Self-Regulated Learning Questionnaire (OSLQ): Evidence of Validity

“…The level and quality of student participation in the platforms were low, with 90% of review activities about the same information presented (Breslow et al, 2013); 94% of students did not participate in online discussions (Qiu et al, 2016) and only students' interaction with content was emphasized, despite the importance of relationships with instructors. Regarding the validity of OSLQ, Vilkova and Shcheglova (2020) emphasize the need of studies with samples of at least 540 participants, given the dimensions evaluated by the instrument, and because there is no support in literature for the construction of the instruments and criterion validity.…”