The role of self-regulated learning strategies on learners’ satisfaction in massive open online course (MOOC): Evidence from Malaysia MOOC

Abstract

Learning in Massive Open Online Courses (MOOCs) necessitates learners to be capable of self-regulating their learning in order to oversee and adapt their behaviour and actions in certain learning settings. Studies have highlighted that learners who have good control of self-regulation in their learning, either formal or informal learning contexts, utilise more competent learning strategies in online learning context. Nevertheless, MOOCs attract a diverse range of learners, each with different experience and satisfaction. The aim of this study is to examine the role of self-regulated learning (SRL) and its components (time management, planning, self-evaluation, and help-seeking) on learners’ satisfaction in MOOC. Data were collected from 281 learners of a Malaysia MOOC namely Asas Keusahawanan (Introduction to Entrepreneurship), in the second semester of the Malaysian universities academic calendar. A cross-sectional web-based survey was applied and a Partial Least Square (PLS) approach was use for analysing data. Findings indicated that all of SRL components except help-seeking are important factors for explaining learners’ satisfaction in a MOOC. This study provides useful suggestions for the course designers of MOOCs platforms, and the facilitators in engaging learners with suitable SRL strategies and increase the level of course satisfaction.