The role of self-regulated learning Strategies on learners’ Satisfaction in Massive Open Online Course (MOOC): Evidence from Malaysia MOOC

Abstract

Learning in Massive Open Online Courses (MOOCs) necessitates learners to be capable of self-regulating their learning in order to oversee and adapt their behaviour and actions in certain learning settings. Studies have highlighted that learners who have good control of self-regulation in their learning, either formal or informal learning contexts, utilise more competent learning strategies in online learning context. Nevertheless, MOOCs attract a diverse range of learners, each with different experience and satisfaction. The aim of this study is to examine the role of self-regulated learning (SRL) and its components (time management, planning, self-evaluation, and help-seeking) on learners’ satisfaction in MOOC. Data were collected from 281 learners of a Malaysia MOOC namely Asas Keusahawanan (Introduction to Entrepreneurship), in the second semester of the Malaysian universities academic calendar. A cross-sectional web-based survey was applied and a Partial Least Square (PLS) approach was use for analysing data. Findings indicated that all of SRL components except help-seeking are important factors for explaining learners’ satisfaction in a MOOC. This study provides useful suggestions for the course designers of MOOCs platforms, and the facilitators in engaging learners with suitable SRL strategies and increase the level of course satisfaction.

What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation

“…Another factor that influences learning outcomes and post-course evaluation is the ability of learners to self-regulate their learning (Kizilcec, Perez-Sanagustín, & Maldonado, 2017;Rabin et al, 2019a;Zalli, Nordin, & Hashim, 2019). Zimmerman (2000) defined self-regulation as self-generated thoughts, feelings, and actions that are planned and cyclically adapted towards the attainment of personal goals.…”

Self-regulated learning with massive open online course (MOOC) for the fundamentals of data structure course: A descriptive analysis

“…Self-regulated learning (SRL) has been proved to be very effective in supporting these skills. This sparks the interest that has investigated the learners' self-regulation strategies that support their satisfaction in learning environments like MOOCs (Zalli et al, 2019;Schunk and Zimmerman, 2012;Zimmerman and Kitsantas, 2005).…”

“…A set of online questionnaires has been prepared to measure the students' perceptions and comments. Focused on SRL attributes, the survey contained a set of questions from a modified version of a published and validated instrument designed to measure SRL in a computer programming course (Echeverry et al, 2018) and also designed for Malaysia MOOC (Zalli et al, 2019). For this paper, only six elements are reported as listed in Table 1.…”

“…However, an important issue in the MOOC learning platform is a low completion rate, mainly for a difficult subject. There are a number of pieces of evidence that showed Selfregulated learning (SRL) can be an effective strategy to motivate students in MOOC (Zalli et al, 2019;Wong et al, 2019). SRL is generally defined as an assortment of learning attributes that enable the learners to be active, constructive, and highly motivated.…”

“…The learners with SRL attempt to effectively manage their cognition, intentions, and learning goal. Additionally, SRL has been recognized as one of the significant factors of students' success in online learning environments, including MOOC (Zalli et al, 2019;Wong et al, 2019).…”