Validation of the self-regulated online learning questionnaire

• Published in: Journal of computing in higher education Vol. 29; no. 1; pp. 6 - 27
• Main Authors: Jansen, Renée S., van Leeuwen, Anouschka, Janssen, Jeroen, Kester, Liesbeth, Kalz, Marco
• Format: Journal Article
• Language: English
• Published: New York Springer US 01-04-2017; Springer; Springer Nature B.V
• Subjects: Cognitive Measurement; College Students; Computer Assisted Testing; Education; Educational Quality; Educational Technology; Factor Analysis; Foreign Countries; Higher Education; Independent Study; Learning and Instruction; Learning Processes; Likert Scales; Metacognition; Online Courses; Online instruction; Open Universities; Qualitative research; Questionnaires; Statistical Analysis; Test Construction; Test Validity; Netherlands; Self-regulated learning; Questionnaire development; Open education; Online learning; MOOCs
• ISSN: 1042-1726; 1867-1233
• DOI: 10.1007/s12528-016-9125-x

The number of students engaged in Massive Open Online Courses (MOOCs) is increasing rapidly. Due to the autonomy of students in this type of education, students in MOOCs are required to regulate their learning to a greater extent than students in traditional, face-to-face education. However, there is no questionnaire available suited for this online context that measures all aspects of self-regulated learning (SRL). In this study, such a questionnaire is developed based on existing SRL questionnaires. This is the self-regulated online learning questionnaire. Exploratory factor analysis (EFA) on the first dataset led to a set of scales differing from those theoretically defined beforehand. Confirmatory factor analysis (CFA) was conducted on a second dataset to compare the fit of the theoretical model and the exploratively obtained model. The exploratively obtained model provided much better fit to the data than the theoretical model. All models under investigation provided better fit when excluding the task strategies scale and when merging the scales measuring metacognitive activities. From the results of the EFA and the CFA it can be concluded that further development of the questionnaire is necessary.