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.

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Published
2022-08-11
How to Cite
Makhno K., Kireeva N., & Shurygin V. (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