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MOOCs and Self-Regulated Learning Preliminary Validation of a Scale
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, University of Navarra, Spain ; , Universidad Católica de El Salvador, El Salvador ; , University of Navarra, Spain

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, British Columbia, Canada ISBN 978-1-939797-31-5 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

As the levels of support and interaction with the teacher in a MOOC are lower than those of traditional online courses, dropout levels in MOOCs are very high Thus it is necessary to place greater emphasis on the pupil’s individual capacity to self-regulate his/her learning This work presents the adaptation and preliminary validation analysis of a Self-Regulated Learning (SRL) instrument for MOOC learners (Littlejohn et al, 2016) in a Spanish speaking sample 143 students who were enrolled in a MOOC responded to the questionnaire According to the factor analysis, 7 factors and a total of 32 items were included in the final Spanish version of the instrument All the SRL phases (forethought, performance and self-reflection) and most of the SRL sub-processes measured by the original instrument are still present in its Spanish version The 32-item instrument showed high internal reliability (α=0942)

Citation

Reparaz, C., Mendoza, G. & Aznárez-Sanado, M. (2017). MOOCs and Self-Regulated Learning Preliminary Validation of a Scale. In J. Dron & S. Mishra (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 66-70). Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 18, 2019 from .

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