Covid-19 has resulted in a sudden shift in education settings, from face-to-face to online learning sessions. In view of this major change, it is necessary to study students' self-regulation strategies in an online environment to enable the teachers to develop online materials that will guide students to become successful in their learning. This study aimed to develop and validate a questionnaire on students’ self-regulated strategies in an online learning setting. The instrument was named Questionnaire on Self-regulated Learning in an Online Learning Environment (QSROLE). QSROLE consists of 17 items that describe the measure of students' self-regulation strategies in a digital learning environment. A total of 226 students served as respondents. The students’ responses were based on a 4-point scale ranging from 1 (Strongly Disagree) to 4 (Strongly Agree). Results from the exploratory factor analysis provided evidence for the four-factor self-regulated learning strategies with the KMO coefficient and Bartlett's Sphericity value of .905 and .000, respectively, and total variance of 58.207%. Further, internal reliability had an acceptable level based on the Cronbach's alpha coefficient of .840 for Factor 1 (Establishing Self-Study Strategies); .765 for Factor 2 (Managing Structured Learning Environment); .744 for Factor 3 (Exercising Time Management); and .612 for Factor 4 (Setting Online Learning Goals). Results indicate that QSROLE is an acceptable and valid measure of students’ self-regulation in the online learning environment.
Gelyn Acar, De La Salle University Manila, Philippines
Maricar Prudente, De La Salle University Manila, Philippines
Stream: Innovation & Technology
This paper is part of the IICEHawaii2021 Conference Proceedings (View)
View / Download the full paper in a new tab/window
Comments & FeedbackPlace a comment using your LinkedIn profile
Share this Research