Developing an agentic engagement scale in a self-paced MOOC

IF 3.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Distance Education Pub Date : 2023-01-02 DOI:10.1080/01587919.2022.2155619

Rang Kim, Hae-Deok Song

引用次数: 0

Abstract

Abstract This study aimed to develop and validate a scale of agentic engagement in massive open online courses (MOOCs). Initially, 14 items were derived through a literature review, from which 7 items were drawn through a Delphi survey. Sample sets were used to develop and confirm the constructs of the new scale proposed in this study. To examine exploratory factor analysis, a survey of 163 learners using the K-MOOC system was conducted. The items were clustered into three factors: agentic support requests, agentic learning strategies, and agentic learning construction. A survey was administered to 243 respondents to validate the scale. The data gathered were analyzed through confirmatory factor analysis and a reliability test. The results showed that the agentic engagement scale, with 7 items and 3 factors, was reliable and valid. Based on the findings, instructional strategies were identified to enhance agentic engagement in self-paced MOOCs.

查看原文本刊更多论文

在自定进度的MOOC中开发代理参与量表

摘要本研究旨在开发和验证大规模开放在线课程（MOOC）中代理人参与的规模。最初，14项是通过文献综述得出的，其中7项是通过德尔菲调查得出的。样本集用于开发和确认本研究中提出的新量表的结构。为了检验探索性因素分析，对163名使用K-MOOC系统的学习者进行了调查。这些项目被分为三个因素：主体支持请求、主体学习策略和主体学习结构。对243名受访者进行了一项调查，以验证该量表。通过验证性因素分析和可靠性测试对收集的数据进行分析。结果表明，代理人参与量表包含7个项目和3个因素，是可靠有效的。基于研究结果，确定了提高自主进度MOOC中主体参与度的教学策略。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Distance Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.70

自引率

6.80%

发文量

期刊介绍： Distance Education, a peer-reviewed journal affiliated with the Open and Distance Learning Association of Australia, Inc., is dedicated to publishing research and scholarly content in the realm of open, distance, and flexible education. Focusing on the freedom of learners from constraints in time, pace, and place of study, the journal has been a pioneering source in these educational domains. It continues to contribute original and scholarly work, playing a crucial role in advancing knowledge and practice in open and distance learning.