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Dergiler / Turkish Online Journal of Distance Education / 2019 / Cilt: 20 - Sayı: 3

Factors Influencing Learners’ Self –Regulated Learning Skills in a Massive Open Online Course (MOOC) Environment

Nour Awni ALBELBISI
Farrah Dina YUSOP
Sayfa
1–16
Yayın Tarihi
2019-07-01
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Relationships between relevant factors and self-regulated learning were examined using a Partial Least Squares Structural Equation Modeling (PLS-SEM) technique, and the statistical findings revealed that three factors - service quality, attitude, and course quality - influence self-regulated learning in a MOOC.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:The importance of self-regulation in a MOOC has been extensively discussed in research studies that provide evidence about the significant relationship between self-regulated learning and success in an e-learning environment.
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Temel Bulgular & Veri:Learners with high self-regulated learning are more independent in regulating their learning and have a greater probability of success in their online courses.
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Sonuç & Katkı:Relationships between relevant factors and self-regulated learning were examined using a Partial Least Squares Structural Equation Modeling (PLS-SEM) technique, and the statistical findings revealed that three factors - service quality, attitude, and course quality - influence self-regulated learning in a MOOC.
🔬Tür:Modelleme & Sayısal Simülasyon
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:MOOC · Massive Open Online Courses · self-regulated learning

Abstract

The importance of self-regulation in a MOOC has been extensively discussed in research studies that provide evidence about the significant relationship between self-regulated learning and success in an e-learning environment. Learners with high self-regulated learning are more independent in regulating their learning and have a greater probability of success in their online courses. This study identifies factors that influence self-regulated learning and determines relationships between these factors and self-regulated learning. A conceptual model is proposed for combining success factors for self-regulated learning in a MOOC environment. A research instrument based on the model was designed and administered to six hundred and twenty-two MOOC students enrolled in five universities. Relationships between relevant factors and self-regulated learning were examined using a Partial Least Squares Structural Equation Modeling (PLS-SEM) technique, and the statistical findings revealed that three factors - service quality, attitude, and course quality - influence self-regulated learning in a MOOC.

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Bu Makaleye Atıf Yap

ALBELBISI, N. A., YUSOP, F. D. (2019). Factors Influencing Learners’ Self –Regulated Learning Skills in a Massive Open Online Course (MOOC) Environment. Turkish Online Journal of Distance Education, Cilt: 20 - Sayı: 3, 1–16. https://ajindex.com/articles/141008

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Kaynakça (7)

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