MTU students

Recent studies indicate that in order for online learners to succeed in online courses, online learners must have the capacity to regulate their own learning (Hew & Cheung, 2014; Kizicec & Schneider, 2015). So what's self-regulated learning? Zimmerman (1989) defined self-regulated learning as the degree to which students are "metacognitively, motivationally, and behaviorally active participants in their own learning process" (p.29).

Are You a Self-regulated Learner?

Barnard, Paton, & Lan (2008) proposed the Online Self-regulated Learning Questionnaire (OSLQ) for students to self assess their motivational orientations and their use of different learning strategies for online courses. The OSLQ is a 24-item scale with a 5-point likert response format having values ranging from strongly agree (5) to strongly disagree (1). It consists of six subscale constructs including environment structuring, goal setting, time management, help-seeking, task strategies, and self-evaluation.

Take the OSLQ survey to check your self-regulated ability.

References:

Barndar, L., Paton, V., & Lan, W. (2008). Online self-regulatory learning behaviors as a mediator in the relationship between online course perceptions with achievement. The International Review of Research in Open and Distance Learning, 9(2), 1-11.

Hew K. F., & Cheung, W. S. (2014). Students' and instructors' use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45-58.

Kizilcec, R. K., & Schneider, E. (2015). Motivation as a lens to understand online learners: Toward data-driven design with the OLEI scale. Transactions on Computer-human Interactions (TOCHI), 22(2), 24.

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.