Measuring Self-Regulation in Self-Paced Open and Distance Learning Environments

Previous studies have described many scales for measuring self-regulation; however, no scale has been developed specifically for self-paced open and distance learning environments. Therefore, the aim of this study is to develop a scale for determining the self-regulated learning skills of distance l...

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Autores principales:	Serpil Kocdar, Abdulkadir Karadeniz, Aras Bozkurt, Koksal Buyuk
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2018
Materias:	self-regulated learning self-paced open and distance learning flexible learning independent learning autonomous learners Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/7ffab18af092438fbdab7c50af86ee04
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spelling	oai:doaj.org-article:7ffab18af092438fbdab7c50af86ee042021-12-02T17:00:16ZMeasuring Self-Regulation in Self-Paced Open and Distance Learning Environments10.19173/irrodl.v19i1.32551492-3831https://doaj.org/article/7ffab18af092438fbdab7c50af86ee042018-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3255https://doaj.org/toc/1492-3831Previous studies have described many scales for measuring self-regulation; however, no scale has been developed specifically for self-paced open and distance learning environments. Therefore, the aim of this study is to develop a scale for determining the self-regulated learning skills of distance learners in self-paced open and distance learning courses. Participants of this study were 1279 distance learners who were part of self-paced distance learning courses in a public open and distance teaching university in Turkey. The items of the scale were prepared based on the literature review, expert opinions, and learner questionnaires. The items of the scale were reduced from 62 to 30 after expert opinions and validity and reliability analyses. For the validity of the scale, the exploratory and confirmatory factor analyses were conducted. The total variance was found to be 58.204%. The Cronbach’s alpha coefficient calculated for the reliability of the scale was found to be .937. Five factors composed of goal setting, help seeking, self-study strategies, managing physical environment, and effort regulation emerged in the 30-item scale. Thus, it was concluded that the scale has a high validity and reliability. This scale is intended to help teachers and instructional designers in developing strategies that will enable learners to either enhance their existing self-regulated learning skills or help them to acquire new skills in self-paced open and distance learning environments. Serpil KocdarAbdulkadir KaradenizAras BozkurtKoksal BuyukAthabasca University Pressarticleself-regulated learningself-paced open and distance learningflexible learningindependent learningautonomous learnersSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 19, Iss 1 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	self-regulated learning self-paced open and distance learning flexible learning independent learning autonomous learners Special aspects of education LC8-6691
spellingShingle	self-regulated learning self-paced open and distance learning flexible learning independent learning autonomous learners Special aspects of education LC8-6691 Serpil Kocdar Abdulkadir Karadeniz Aras Bozkurt Koksal Buyuk Measuring Self-Regulation in Self-Paced Open and Distance Learning Environments
description	Previous studies have described many scales for measuring self-regulation; however, no scale has been developed specifically for self-paced open and distance learning environments. Therefore, the aim of this study is to develop a scale for determining the self-regulated learning skills of distance learners in self-paced open and distance learning courses. Participants of this study were 1279 distance learners who were part of self-paced distance learning courses in a public open and distance teaching university in Turkey. The items of the scale were prepared based on the literature review, expert opinions, and learner questionnaires. The items of the scale were reduced from 62 to 30 after expert opinions and validity and reliability analyses. For the validity of the scale, the exploratory and confirmatory factor analyses were conducted. The total variance was found to be 58.204%. The Cronbach’s alpha coefficient calculated for the reliability of the scale was found to be .937. Five factors composed of goal setting, help seeking, self-study strategies, managing physical environment, and effort regulation emerged in the 30-item scale. Thus, it was concluded that the scale has a high validity and reliability. This scale is intended to help teachers and instructional designers in developing strategies that will enable learners to either enhance their existing self-regulated learning skills or help them to acquire new skills in self-paced open and distance learning environments.
format	article
author	Serpil Kocdar Abdulkadir Karadeniz Aras Bozkurt Koksal Buyuk
author_facet	Serpil Kocdar Abdulkadir Karadeniz Aras Bozkurt Koksal Buyuk
author_sort	Serpil Kocdar
title	Measuring Self-Regulation in Self-Paced Open and Distance Learning Environments
title_short	Measuring Self-Regulation in Self-Paced Open and Distance Learning Environments
title_full	Measuring Self-Regulation in Self-Paced Open and Distance Learning Environments
title_fullStr	Measuring Self-Regulation in Self-Paced Open and Distance Learning Environments
title_full_unstemmed	Measuring Self-Regulation in Self-Paced Open and Distance Learning Environments
title_sort	measuring self-regulation in self-paced open and distance learning environments
publisher	Athabasca University Press
publishDate	2018
url	https://doaj.org/article/7ffab18af092438fbdab7c50af86ee04
work_keys_str_mv	AT serpilkocdar measuringselfregulationinselfpacedopenanddistancelearningenvironments AT abdulkadirkaradeniz measuringselfregulationinselfpacedopenanddistancelearningenvironments AT arasbozkurt measuringselfregulationinselfpacedopenanddistancelearningenvironments AT koksalbuyuk measuringselfregulationinselfpacedopenanddistancelearningenvironments
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Measuring Self-Regulation in Self-Paced Open and Distance Learning Environments

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