Abstract

Two studies focusing on the development and validation of the Online Self-Regulated Learning Inventory (OSRLI) were conducted. The OSRLI is a self-report instrument assessing the human interaction dimension of online self-regulated learning. It consists of an affect/motivation scale and an interaction strategies scale. In Study 1, exploratory factor analysis of an initial affect/motivation item pool yielded four factors: enjoyment of human interaction, self-efficacy for interaction with instructors, concern for interaction with students, and self-efficacy for contributing to the online community. Exploratory factor analysis of an initial learning strategies item pool revealed three factors: writing strategies, responding strategies, and reflection strategies. In Study 2, confirmatory factor analysis was conducted in order to evaluate the stability of multidimensional factor structures. These exploratory and confirmatory factor analyses showed the OSRLI to be statistically moderate in terms of reliability and validity. (Contains 10 tables.)

Citation

Cho, M.H. & Jonassen, D. (2009). Development of the Human Interaction Dimension of the Self-Regulated Learning Questionnaire in Asynchronous Online Learning Environments. Educational Psychology, 29(1), 117-138. Retrieved April 15, 2021 from https://www.learntechlib.org/p/70774/.

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• Factor Analysis
• Factor Structure
• Independent Study
• Interaction
• Learning Motivation
• learning strategies
• Measures (Individuals)
• metacognition
• online courses
• Questionnaires
• Reliability
• Self Efficacy
• Self Management
• undergraduate students
• Validity
• Writing Strategies