Exploring learners’ strategies of self-regulated learning abilities in a novel MOOC Platform : eLDa

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Abstract

Online educational research such as massive open online courses (MOOCs) has recently begun investigating and exploring key approaches of learners‘ selfregulated learning (SRL) strategies. MOOCs have been known to record high dropout rates and low completion rates in recent times. The study aimed at investigating learners‘ SRL abilities by providing study options (either via a self-directed learning or instructor-led learning) using a novel learning tool. In view of this, the research present general description of self-regulated learning and explored the various existing dimensions used to expose the learners SRL skills. A nonparametric testing analysis was conducted to interpret the probability of our predicted null hypothesis. Drawing comparison of the online tool the results and findings of the data were analysed. The study discusses how the various dimensions contributed to the knowledge representation of the selfregulated learning abilities shown by the learners. We present how these SRL dimensions captured using the measuring instrument contributes to our growing understanding of the distinctive features of the individual learner‘s self-regulated
learning. MOOCs success required a high performance of self-regulated learning abilities which at the moment very little has shown these degree of supporting SRL skills. This paper presents preliminary evaluation of a novel e-learning tool known as ‘eLDa’ developed to implement this investigation of self-regulation of learning. We predict equal higher SRL skills among the participants, because of the fact that most of our learners are highly educated, professional, graduates
and undergraduate. However, that is not the case with this study, our investigation reveals some aspect of low self-regulators observed in some dimensions including help-seeking and task strategies. This demonstrates that even learners of higher educational background may not be able to fulfill all the requirements necessary to be (or of been) called a high self-regulator and may need to improve in some of the strategies (or dimensions) lacking. The research applied a modified online self-regulated learning questionnaire (OSLQ) as the instrument
to measure the SRL skills. The OSLQ was developed with a 19-item scale ques-1 tions that exposes the six SRL dimensions used in this study. This research is of imperative and impeccable value to the establishment and encouragement of self-regulated learning in MOOCs and also on the evaluation of the learners’ cognitive ability in developing these skills.

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