The role of quality factors in supporting self-regulated learning (SRL) skills in MOOC environment
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As a crucial factor that affects the learning performance in MOOC, self-regulated learning (SRL) has elicited considerable interest. Self-regulated learners can manage their learning activities efficiently, however, researchers indicate that MOOC learners do not adequately self-regulate their learning. Thus, providing support to facilitate self-regulated learning skill is important. This study examines the quality factors that affecting self-regulated learning in MOOC environment. Using a structured questionnaire derived from the literature, data was collected from 1000 undergraduate students from 5 public universities in Malaysia. The questionnaire consisted of 2 sections. The first section collected the demographic data, the second section educed data about self-regulated learning, information quality, service quality and system quality. Through Partial Least Squares Structural Equation Modeling (PLS-SEM) technique, the relationships between the quality factors and self-regulated learning were obtained. Statistical findings revealed that service quality factor influence self-regulated learning positively in MOOC. The findings provide by the study may give an empirically justified foundation for those who concerned to develop strategies for encouraging the adoption of MOOC.
KeywordsMassive open online courses MOOC Self-regulated learning SRL Quality factors
The appreciation goes to Dr. Farrah Dina Yusop for giving a moral support in the production of this paper.
Compliance with ethical standards
The author declares that there are no competing interests.
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