The impact of online learning technology on self-regulation and student success

  • Kira Makhno Department of Theology, Tula State University, Tula, Russian Federation
  • Natalia Kireeva Department of Polyclinic Therapy, I.M. Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russian Federation
  • Viktor Shurygin Department of Physics, Yelabuga Institute, Kazan Federal University, Yelabuga, Russian Federation
Keywords: availability, education, e-learning, massive open online courses, personalisation, self-regulation

Abstract

The research purpose is to analyse the self-regulation of students who use the massive open online course (MOOC) technology to learn the exact sciences. The sample included 252 students: females were 47%, and males were 53%. The average age of students was 20.08 ± 0.72. The students were divided into two groups: group 1 consisted of students who learnt the Digital singular (nano) optics course online using the MicrosoftTeams platform with teacher’s support; group 2 consisted of students who learnt the MOOC course individually. The relationships between self-regulation and academic success were also analysed. The research found that the overall level of self-regulation of students using MOOCs was 40% higher. In students who learnt online using the MicrosoftTeams, the level of self-regulation was average and amounted to 24.96 ± 1.32. In students who learnt the course based on the MOOC technology, the level of self-regulation was high and amounted to 35.02 ± 1.44 (p < 0.05). The research of self-regulation shows higher results among the students who learnt using MOOCs platforms: flexibility – 46%, planning – 23% and results assessment – 15%; modelling and programming were no different. The average success score of students after learning the course on the MicrosoftTeams platform was 3.83 ± 0.36, and in the MOOC group, it was 4.43 ± 1.89.

Downloads

Download data is not yet available.

References

Agonács, N., et al., (2020) ‘Are you ready? Self-determined learning readiness of language MOOC learners’, Education and Information Technologies, vol. 25, no. 2, pp. 1161–1179. doi: 10.1007/s10639-019-10017-1

Albelbisi, N. A. (2020) ‘Development and validation of the MOOC success scale (MOOC-SS)’, Education and Information Technologies, vol. 25, pp. 4535–4555. doi: 10.1007/s10639-020-10186-4

Albelbisi, N. A., Al-Adwan, A. S. & Habibi, A. (2021) ‘Self-regulated learning and satisfaction: a key determinants of MOOC success’, Education and Information Technologies, vol. 26, no. 3, pp. 3459–3481. doi: 10.1007/s10639-020-10404-z

Allen, I. E. & Seaman, J. (2016) Online Report Card: Tracking Online Education in the United States, Babson Survey Research Group and Quahog Research Group, Babson Park, MA.

Alonso-Mencía, M. E., et al., (2019) ‘Self-regulated learning in MOOCs: lessons learned from a literature review’, Educational Review, vol. 72, no. 3, pp. 319–345. doi: 10.1080/00131911.2019.1566208

Antonenko, N. A., et al., (2020) ‘A customised approach to the implementation of educational programmes for engineering personnel’, Higher Education in Russia, vol. 29, no. 5, pp. 144–156. doi: 10.31992/0869-3617-2020-29-5-144-156

Baeva, L. V., Khrapov, S. A. & Azhmukhamedov, I. M. (2021) ‘“Smart technologies” in education: development opportunities and threats’, in E. G. Popkova, B. S. Sergi (Eds.), ‘Smart Technologies’ for Society, State and Economy.
ISC 2020. Lecture Notes in Networks and Systems, Vol 155, Springer, Cham, pp. 714–723. doi: 10.1007/978-3-030-59126-7_79

Beloglazov, A. A. & Beloglazova, L. B. (2018) ‘The use of massive open online courses to improve the teaching quality in information technology’, Bulletin of RUDN University. Series: Informatisation of Education, vol. 15, no. 2, pp. 206–214. doi: 10.22363/2312-8631-2018-15-2-206-214

Chaker, R. & Impedovo, M. A. (2021) ‘The moderating effect of social capital on co-regulated learning for MOOC achievement’, Education and Information Technologies, vol. 26, no. 1, pp. 899–919. doi: 10.1007/s10639-020-10293-2

Charo, R., Maite, A.-S. & Guillermo, M. (2020) ‘Self-regulation of learning and MOOC retention’, Computers in Human Behavior, vol. 111, p. 106423. doi: 10.1016/j.chb.2020.106423

Chen, X., Xia, E. & Jia, W. (2020) ‘Utilisation status and user satisfaction of online education platforms’, International Journal of Emerging Technologies in Learning, vol. 15, no. 19, pp. 154–170. doi: 10.3991/ijet.v15i19.17415

De la Fuente, J., et al., (2018) ‘Differential effect of level of self-regulation and mindfulness training on coping strategies used by university students’, International Journal of Environmental Research and Public Health, vol. 15, no. 10, p. 2230. doi: 10.3390/ijerph15102230

De la Fuente-Arias, J. (2017) ‘Theory of self-vs. externally-regulated learning TM: fundamentals, evidence, and applicability’, Frontiers in Psychology, vol. 8, p. 1675. doi: 10.3389/fpsyg.2017.01675

Duan, T. (2022) ‘A new idea for the optimization of MOOC-based teaching’, Education and Information Technologies, vol. 27, no. 3, pp. 3623–3650. doi: 10.1007/s10639-021-10755-1

El Kabtane, H., et al., (2020) ‘Virtual reality and augmented reality at the service of increasing interactivity in MOOCs’, Education and Information Technologies, vol. 25, no. 4, pp. 2871–2897. doi: 10.1007/s10639-019-10054-w

Feitosa de Moura, V., Alexandre de Souza, C. & Noronha Viana, A. B. (2020) ‘The use of massive open online courses (MOOCs) in blended learning courses and the functional value perceived by students’, Computers & Education, vol. 161, p. 104077. doi: 10.1016/j.compedu.2020.104077

Fidalgo-Blanco, Á., Sein-Echaluce, M. L. & García-Peñalvo, F. J. (2016) ‘From massive access to cooperation: lessons learned and proven results of a hybrid xMOOC/cMOOC pedagogical approach to MOOCs’, International Journal of Educational Technology in Higher Education, vol. 13, no. 1, p. 24. doi: 10.1186/s41239-016-0024-z

Giasiranis, S. & Sofos, L. (2020) ‘The effect of self-regulation in a MOOC environment on the completion and performance of learners’, Open Journal of Social Sciences, vol. 8, pp. 127–158. doi: 10.4236/jss.2020.810010

Guerrero, M., Heaton, S. & Urbano, D. (2021) ‘Buildinguniversities’ intrapreneurial capabilities in the digital era: the role and impacts of massive open online courses (MOOCs)’, Technovation, vol. 99, p. 102139. doi: 10.1016/j.technovation.2020.102139

Ion, G., Cano, E. & Cabrera, N. (2016) ‘Competency assessment tool (CAT). The evaluation of an innovative competency-based assessment experience in higher education’, Technology, Pedagogy and Education, vol. 25, no. 5, pp. 631–648. doi: 10.1080/1475939x.2015.1134635

Janelli, M. & Lipnevich, A. A. (2020) ‘Effects of pre-tests and feedback on performance outcomes and persistence in massive open online courses’, Computers & Education, vol. 161, p. 104076. doi: 10.1016/j.compedu.2020.104076

Khutorskoy, A. V. (2019) Pedagogy. Textbook for Universities. Third Generation Standard, Petersburg, St. Petersburg.

Konobeev, A. V., et al., (2020) ‘Personalization as an approach to education’, Professional Discourse & Communication, vol. 2, no. 3, pp. 118–138. doi: 10.24833/2687-0126-2020-2-3-118-138

Kusov, I. S. (2019) Experience and Prospects of Online Learning in Russia: Collection of Articles of the Russian Scientific Conference with International Support ‘Experience and Prospects of Online Learning in Russia’, Sevastopol, November 15–16, 2018, Branch of Moscow State University in Sevastopol, Sevastopol.

Lim, J. & Newby, T. J. (2021) ‘Preservice teachers’ attitudes toward Web 2.0 personal learning environments (PLEs): considering the impact of self-regulation and digital literacy’, Education and Information Technologies, vol. 26, no. 4, pp. 3699–3720. doi: 10.1007/s10639-021-10432-3

Lim, J. R. N., et al., (2021) ‘Making online learning more satisfying: the effects of online-learning self-efficacy, social presence and content structure’, Technology, Pedagogy and Education, vol. 30, no. 4, pp. 543–556. doi: 10.1080/1475939X.2021.1934102

Monakhov, I. A. (2019) ‘E-learning in modern pedagogical technologies: peculiarities of development and main forms’, Bulletin of TVG, Pedagogy and Psychology Series, vol. 1, no. 46, pp. 209–220.

Morosanova, V. I. (2004) Self-Regulation Style Questionnaire: Guide, Kogito-Center, Moscow.

Mutawa, A. M. (2017) ‘It is time to MOOC and SPOC in the Gulf Region’, Education and Information Technologies, vol. 22, no. 4, pp. 1651–1671. doi: 10.1007/s10639-016-9502-0

Nartov, A. A. (2017) ‘Volitional self-regulation of students: analysis of the main directions of research’, Psychology. Historical-Critical Reviews and Modern Research, vol. 6, no. 5A, pp. 136–145.

Pozón-López, I., et al., (2021) ‘Perceived user satisfaction and intention to use massive open online courses (MOOCs)’, Journal of Computing in Higher Education, vol. 33, no. 1, pp. 85–120. doi: 10.1007/s12528-020-09257-9

Reparaz, C., Aznárez-Sanado, M. & Mendoza, G. (2020) ‘Self-regulation of learning and MOOC retention’, Computers in Human Behavior, vol. 111, p. 106423. doi: 10.1016/j.chb.2020.106423

Shilko, R. S. & Egorov, S. Y. (2021) ‘Self-regulated learning in massive open online courses’, Psychology of Self-Regulation in the Context of Actual Problems of Education (to the 90th Anniversary of O.A. Konopkin), vol. 1, pp. 130–136. doi: 10.24412/cl-36466-2021-1-130-136

Steffens, K. & Underwood, J. (2008) ‘Self-regulated learning in a digital world’, Technology, Pedagogy and Education, vol. 17, no. 3, pp. 167–170. doi: 10.1080/14759390802383736

Sundukova, T. O. & Vanykina, G. V. (2018) The Massive Open Online Course as a Modern Model of Online Learning. Collection of Articles of the Russian Scientific Conference with International Support ‘Experience and Prospects of Online Learning in Russia’, Branch of Moscow State University in Sevastopol, Sevastopol.

Vilkova, K. & Shcheglova, I. (2021) ‘Deconstructing self-regulated learning in MOOCs: in search of help-seeking mechanisms’, Education and Information Technologies, vol. 26, no. 1, pp. 17–33. doi: 10.1007/s10639-020-10244-x

Wang, K., Zhu, C. & Tondeur, J. (2021) ‘Using micro-lectures in small private online courses: what do we learn from students’ behavioural intentions?’, Technology, Pedagogy and Education, vol. 30, no. 3, pp. 427–441. doi: 10.1080/1475939X.2020.1832565

Wu, B. (2021) ‘Influence of MOOC learners discussion forum social interactions on online reviews of MOOC’, Education and Information Technologies, vol. 26, no. 3, pp. 3483–3496. doi: 10.1007/s10639-020-10412-z

Zakharova, U. S. & Tanasenko, K. I. (2019) ‘MOOCs in higher education: advantages and disadvantages for teachers’, Educational Issues, vol. 3, pp. 176–202. doi: 10.17323/1814-9545-2019-3-176-202

Zavodchikov, D. P. & Manyakova, P. O. (2018) ‘Relationship between self-regulation and personal professional prospects of students’, Education and Science, vol. 20, no. 1, pp. 116–135. doi: 10.17853/1994-5639-2018-1-116-135
Published
2022-08-11
How to Cite
MakhnoK., KireevaN., & ShuryginV. (2022). The impact of online learning technology on self-regulation and student success. Research in Learning Technology, 30. https://doi.org/10.25304/rlt.v30.2802
Section
Original Research Articles