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.
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Albelbisi, N.A. The role of quality factors in supporting self-regulated learning (SRL) skills in MOOC environment. Educ Inf Technol 24, 1681–1698 (2019). https://doi.org/10.1007/s10639-018-09855-2
- Massive open online courses
- Self-regulated learning
- Quality factors