The development of online self-regulated learning model and initial validation of human interaction component of online self-regulated learning

Abstract

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The purposes of the study were to develop a theoretical framework of self-regulated learning in online learning environments and to the test validity and reliability of the model through a measurement development process. For this dissertation study, human interaction aspect of self-regulation was investigated through the measurement development processes. For this study 52 items were developed. For the Exploratory Factor Analysis 220 students' data were used. Exploratory Factor Analyses showed human interaction aspect of self-regulation can be explained with the Affect/ Motivation and the Interaction Strategies scale. The Affect/ Motivation scale has four subscales including enjoyment of human interaction, self-efficacy for interaction with instructors, concern for interaction with students, and self-efficacy for contributing to online community. The Interaction Strategies scale includes writing strategies, responding strategies, and reflection strategies. For the Confirmatory Factor Analysis 195 students' data were used. Confirmatory Factor Analyses showed the Affect/ Motivation and the Interaction Strategies scale were statistically moderate in terms of validity and reliability.