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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/7170
Title: Validation of the self-regulated online learning questionnaire
Authors: Jansen, Renée S.
Van Leeuwen, Anouschka
Janssen, Jeroen
Kester, Liesbeth
Kalz, Marco
Keywords: self-regulated learning
MOOCs
open education
questionnaire development
online learning
MOOC
SOONER
NRO
Issue Date: 25-Oct-2016
Citation: Jansen, R. S., Van Leeuwen, A., Janssen, J., Kester, L., & Kalz, M. (2016). Validation of the self-regulated online learning questionnaire. Journal of Computing in Higher Education. doi:10.1007/s12528-016-9125-x
Abstract: 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.
URI: http://hdl.handle.net/1820/7170
Appears in Collections:1. TELI Publications, books and conference papers

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