Online adaptive learning: A study of score validity of the adaptive self-regulated learning model

Hoda Harati, Cherng Jyh Yen, Chih Hsiung Tu, Brandon J. Cruickshank, Shadow William Jon Armfield

Research output: Contribution to journalArticlepeer-review

Abstract

Adaptive Learning (AL), a new web-based online learning environment, requires self-regulated learners who act autonomously. However, to date, there appears to be no existing model to conceptualize different aspects of SRL skills in Adaptive Learning Environments (ALE). The purpose of this study was to design and empirically evaluate a theoretical model of Self-Regulated Learning (SRL) in ALE's and the related questionnaire as a measurement tool. The proposed theoretical model, namely, “Adaptive Self-Regulated Learning (ASR)”, was specified to incorporate the SRL skills into ALE's. Based on this model, the Adaptive Self-regulated Learning Questionnaire (ASRQ) was developed. The reliability and validity of the ASRQ were evaluated via the review of a content expert panel, the Cronbach's alpha coefficients, and confirmatory factor analysis. Overall, the results supported the theoretical framework and the new ASRQ in an ALE. In this article, the theoretical and practical implications of the findings were discussed.

Original languageEnglish (US)
Pages (from-to)18-35
Number of pages18
JournalInternational Journal of Web-Based Learning and Teaching Technologies
Volume15
Issue number4
DOIs
StatePublished - Oct 1 2020

Keywords

  • Adaptive Learning
  • Adaptive Self-Regulated Learning Model
  • Adaptive Self-Regulated Learning Questionnaire
  • Questionnaire Development
  • Self-Regulated Learning
  • Validation

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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