Assessing a Measurement Model of Self-regulated learning in an Online Collaborative Learning Environment

Abstract

CONTEXT The ability of students to regulate their learning process is essential to the success of their education. This metacognitive ability is also called self-regulation of learning (SRL). The importance of SRL in education has been becoming a motivating factor for many researchers to develop the measurement model for students' SRL behaviour. One of the SRL measurement models in online learning is Online Self-regulated Learning Questionnaire (OSLQ), developed by Bernard et al.(2008). Several studies have tested, adapted and translated the OSLQ in different contexts. However, none of these studies assessed the OSLQ in online-collaborative learning environments, especially in Indonesia. PURPOSE The current study aims to assess the OSLQ measurement model's fitness in an Indonesian online collaborative learning environment. The result of this study will provide additional evidence to the validity of OSLQ as an instrument for measuring SRL in online learning, particularly for online collaborative learning. METHODS We collected questionnaire (Online Self-regulated Learning questionnaire) data from 277 students. We perform confirmatory factor analyses (CFA) through R studio software to assess the model's fitness to the data. As the indicators for the good of fitness of the model, we used several indices, like CFI, LTI, RMSEA, SRMR and Chisq/df ratio. OUTCOMES Based on the result of CFA, we obtained the value for each index as follow, Chisq/df = 1.66, CFI = 0.926, TLI= 0.914, RMSEA = 0.055, and SRMR = 0.065. All the indicators showed that the OSLQ model has the goodness of fit to the data. CONCLUSIONS Based on these findings, we can conclude that the OSLQ can be used d as a measurement model for online collaborative learning.