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The Relationship between Academic Engagement in MOOCs and Self-Regulation Learning Strategies

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Title: The Relationship between Academic Engagement in MOOCs and Self-Regulation Learning Strategies
Language: English
Authors: Badali, Mehdi, Rezaei, Eisa, Fallahi, Niloofar
Source: International Society for Technology, Education, and Science. 2022.
Availability: International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org
Peer Reviewed: Y
Page Count: 9
Publication Date: 2022
Document Type: Speeches/Meeting Papers
Reports - Research
Descriptors: MOOCs, Learner Engagement, Instructional Innovation, Student Interests, Metacognition, Learning Strategies, Student Motivation, Cognitive Processes, Correlation, Teacher Attitudes, Teacher Characteristics, Questionnaires
Assessment and Survey Identifiers: Motivated Strategies for Learning Questionnaire
Abstract: Massive Open Online Course (MOOC) is among the innovations in online learning environments that attract a significant interest among students but they have a high drop rate. Due to MOOC's high attrition rates, this study investigated the relationship between academic engagement in MOOCs and self-regulation learning strategies. The correlation method was used for this research. Questionnaires of academic engagement (Reeve and Tseng, 2011) and self-regulated learning strategies (Pentrich and De Groot, 1990) were used. An online survey was embedded at the end of MOOCs with enrollments asking for learners' voluntary participation in the study. The survey results from 295 participants indicated that there is a positive and meaningful relationship between cognitive, metacognitive strategies, and motivational beliefs with academic engagement in MOOCs. In addition, Self-regulated learning strategies and motivational beliefs were able to explain 41% of the changes in academic engagement. the findings highlight the critical need to enhance self-regulation learning strategies in MOOCs. This study should be extended to investigate practical ways to encourage MOOC learners to adopt learning strategies. [For the full proceedings, see ED630948.]
Abstractor: As Provided
Entry Date: 2023
Accession Number: ED630980
Database: ERIC
FullText Text:
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  Data: The Relationship between Academic Engagement in MOOCs and Self-Regulation Learning Strategies
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  Data: <searchLink fieldCode="AR" term="%22Badali%2C+Mehdi%22">Badali, Mehdi</searchLink><br /><searchLink fieldCode="AR" term="%22Rezaei%2C+Eisa%22">Rezaei, Eisa</searchLink><br /><searchLink fieldCode="AR" term="%22Fallahi%2C+Niloofar%22">Fallahi, Niloofar</searchLink>
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  Data: International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org
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  Data: Speeches/Meeting Papers<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22MOOCs%22">MOOCs</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Innovation%22">Instructional Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink>
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  Data: Massive Open Online Course (MOOC) is among the innovations in online learning environments that attract a significant interest among students but they have a high drop rate. Due to MOOC's high attrition rates, this study investigated the relationship between academic engagement in MOOCs and self-regulation learning strategies. The correlation method was used for this research. Questionnaires of academic engagement (Reeve and Tseng, 2011) and self-regulated learning strategies (Pentrich and De Groot, 1990) were used. An online survey was embedded at the end of MOOCs with enrollments asking for learners' voluntary participation in the study. The survey results from 295 participants indicated that there is a positive and meaningful relationship between cognitive, metacognitive strategies, and motivational beliefs with academic engagement in MOOCs. In addition, Self-regulated learning strategies and motivational beliefs were able to explain 41% of the changes in academic engagement. the findings highlight the critical need to enhance self-regulation learning strategies in MOOCs. This study should be extended to investigate practical ways to encourage MOOC learners to adopt learning strategies. [For the full proceedings, see ED630948.]
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      – Text: English
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      Pagination:
        PageCount: 9
    Subjects:
      – SubjectFull: MOOCs
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Instructional Innovation
        Type: general
      – SubjectFull: Student Interests
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      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Learning Strategies
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      – SubjectFull: Student Motivation
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      – SubjectFull: Cognitive Processes
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      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Motivated Strategies for Learning Questionnaire
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      – TitleFull: The Relationship between Academic Engagement in MOOCs and Self-Regulation Learning Strategies
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            NameFull: Rezaei, Eisa
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            NameFull: Fallahi, Niloofar
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              Y: 2022
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