The role of self-regulated learning Strategies on learners’ Satisfaction in Massive Open Online Course (MOOC): Evidence from Malaysia MOOC
Mohd Muslim Md Zalli1, Hasniza Nordin2, Rosna Awang Hashim3
1Mohd Muslim Md Zalli, Faculty of Human Development, Universiti Pendidikan Sultan Idris, Perak, Malaysia.
2Hasniza Nordin, School of Education and Modern Languages, Universiti Utara Malaysia, Kedah, Malaysia.
3Rosna Awang Hashim, School of Education and Modern Languages, Universiti Utara Malaysia, Kedah, Malaysia.
Manuscript received on 02 July 2019 | Revised Manuscript received on 09 July 2019 | Manuscript published on 30 August 2019 | PP: 2286-2290 | Volume-8 Issue-10, August 2019 | Retrieval Number: J11380881019/2019©BEIESP | DOI: 10.35940/ijitee.J1138.0881019
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Learning in Massive Open Online Courses (MOOCs) necessitates learners to be capable of self-regulating their learning in order to oversee and adapt their behaviour and actions in certain learning settings. Studies have highlighted that learners who have good control of self-regulation in their learning, either formal or informal learning contexts, utilise more competent learning strategies in online learning context. Nevertheless, MOOCs attract a diverse range of learners, each with different experience and satisfaction. The aim of this study is to examine the role of self-regulated learning (SRL) and its components (time management, planning, self-evaluation, and help-seeking) on learners’ satisfaction in MOOC. Data were collected from 281 learners of a Malaysia MOOC namely Asas Keusahawanan (Introduction to Entrepreneurship), in the second semester of the Malaysian universities academic calendar. A cross-sectional web-based survey was applied and a Partial Least Square (PLS) approach was use for analysing data. Findings indicated that all of SRL components except help-seeking are important factors for explaining learners’ satisfaction in a MOOC. This study provides useful suggestions for the course designers of MOOCs platforms, and the facilitators in engaging learners with suitable SRL strategies and increase the level of course satisfaction.
Keywords: Massive Open Online Course (MOOC), Malaysia MOOC, Satisfaction, Self-regulated learning.
Scope of the Article: Online Learning Systems