Online Self-Regulated Learning Questionnaire in a Russian MOOC
Online Self-Regulated Learning Questionnaire in a Russian MOOC
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俄罗斯 MOOC 在线自我调节学习问卷
DOI：
10.1016/j.chb.2017.06.015
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Víctor
中科院分区：
文献类型：
--
作者：
R. Martinez;Carmen Yot;Iuliia Tuovila;Víctor
大规模在线开放课程（MOOCs）所带来的学习机会促使更多关于自主学习的研究，以提高学生的参与度。由于自我调节可以通过在线自我调节学习问卷来确定，本研究使用修正kappa系数和内容效度索引（CVI）来评估其在俄语情境下的适应性。仪器的清晰度、文化等值性和相关性由7位专家进行分类。45名学生在预测中确认了理解的容易程度。在规模级指数上，“目标设定”值低于适当水平。三个项目被认为是不可接受的，其中一个项目被确定为潜在的问题项目。验证性因子分析显示问卷模型对数据的调整存在问题。俄罗斯工科学生在mooc中的自主学习能力一般，在“环境构建”和“目标设定”方面水平较高，在“寻求帮助”方面水平较低。自我调节学习变量无性别差异。
The learning opportunities that Massive Open Online Courses (MOOCs) promote urge more research in self-regulated learning to enhance student engagement. Since self-regulation can be determined by the Online Self-Regulating Learning Questionnaire, this research assessed its adaptation, using the modified kappa coefficient and the Content Validity Indexing (CVI) in the Russian context. Clarity, cultural equivalence and relevance of the instrument were classified by seven experts. Forty-five students confirmed the ease of understanding in a pre-test. At scale-level index, the “Goal Setting” value was below the adequate level. Three items were considered unacceptable, and one of them was identified as a potentially problematic item. Confirmatory factor analysis showed some problems in the adjustment of the questionnaire model to the data. Self-regulated learning skills of Russian engineering students in MOOCs are moderate, with high levels in terms of “Environment Structuring” and “Goal Setting”, but low in “Help Seeking”. Self-regulated learning variables indicated no gender differences.
DOI：
10.20982/tqmp.08.1.p023
发表时间：
2012
期刊：
Tutorials in quantitative methods for psychology
影响因子：
--
作者：
Hallgren KA
通讯作者：
Hallgren KA
影响因子：
8.1
作者：
Squires A;Aiken LH;van den Heede K;Sermeus W;Bruyneel L;Lindqvist R;Schoonhoven L;Stromseng I;Busse R;Brzostek T;Ensio A;Moreno-Casbas M;Rafferty AM;Schubert M;Zikos D;Matthews A
通讯作者：
Matthews A