Development of the human interaction dimension of the Self-Regulated Learning Questionnaire in asynchronous online learning environments
Development of the human interaction dimension of the Self-Regulated Learning Questionnaire in asynchronous online learning environments
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DOI：
10.1080/01443410802516934
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发表时间：
2009-01-01
影响因子：
3.2
通讯作者：
Jonassen, David
中科院分区：
文献类型：
--
作者：
Cho, Moon-Heum;Jonassen, David
进行了两项研究，重点是在线自我调节学习量表（OSRLI）的开发和验证。OSRLI是一种自我报告工具，评估在线自我调节学习的人际互动维度。它包括一个情感/动机量表和一个互动策略量表。在研究1中，探索性因素分析的初始影响/动机项目池产生了四个因素：享受人际互动，自我效能感与教师的互动，关注与学生的互动，并有助于在线社区的自我效能感。初步的学习策略项目池的探索性因素分析显示三个因素：写作策略，反应策略，和反思策略。研究二采用验证性因素分析的方法，考察了多维度因素结构的稳定性。这些探索性和验证性因素分析表明，OSRLI在可靠性和有效性方面具有统计学中度。
Two studies focusing on the development and validation of the Online Self-Regulated Learning Inventory (OSRLI) were conducted. The OSRLI is a self-report instrument assessing the human interaction dimension of online self-regulated learning. It consists of an affect/motivation scale and an interaction strategies scale. In Study 1, exploratory factor analysis of an initial affect/motivation item pool yielded four factors: enjoyment of human interaction, self-efficacy for interaction with instructors, concern for interaction with students, and self-efficacy for contributing to the online community. Exploratory factor analysis of an initial learning strategies item pool revealed three factors: writing strategies, responding strategies, and reflection strategies. In Study 2, confirmatory factor analysis was conducted in order to evaluate the stability of multidimensional factor structures. These exploratory and confirmatory factor analyses showed the OSRLI to be statistically moderate in terms of reliability and validity.