The Relationship between Indonesian Online Learners’ Learning Strategies and Learner-Instructor Interaction in Massive Open Online Course (MOOC)
DOI:
https://doi.org/10.21512/humaniora.v8i3.3737Keywords:
Learning Strategies, Learner-Instructor Interaction, MOOC, Correlation, Pearson Product MomentAbstract
This study aimed to expose the Indonesian online learners’ learning strategies used in MOOC and investigated the relationship between the learning strategies and learner-instructor interaction in MOOC. The method employed was quantitative research and used the correlational study. The data for this study were collected from 500 Indonesian online learners (359 females and 141 males) who enrolled in Sekolah TOEFL, one of the MOOCs in Indonesia. This study used translated and modified version of Motivated Strategies for Learning Questionnaire (MSLQ), students’ experience in e-learning questionnaire, and learner-instructor interaction in the online course. The three questionnaires were distributed through an electronic survey site, Google FormTM. The data were analyzed using descriptive statistics and Pearson Product Moment Formula to correlate both learning strategies and learner-instructor interaction. The findings enrich our understanding of learners’ learning strategies that are used in MOOC and reveal the relation of the learning strategies and learner-instructor interaction in MOOC.
Plum Analytics
References
AMINEF. (2017). Fulbright Master’s Degree Scholarship. Retrieved April 18th, 2017 from https://www.aminef.or.id/grants-for-indonesians/fulbright-programs/scholarship/fulbright-masters-degree-scholarship/
Astuti, E. R., Sudrajat, W. N. A., Soedrajat, T., Kurniasih, N., Dewayani, S., & Nurani, L. M. (2016). Students’ Perceptions of Sekolah TOEFL Facebook Group as Online English Language Learning Environment . In Bandung International Conference on Language and Education (pp. 81-85). Bandung: The Language Centre of Bandung Institute of Technology.
Bagheri, M. S., Yamini, M., & Riazi, A. (2009). Motivational and Learning Strategies of Iranian EFL Learners Exposed to an E-Learning Program. The Journal of Teaching Language Skills (JTLS) of Shiraz University, 1(1), 1-36.
Dennan, V. P., Darabi, A. A., & Smith, L. J. (2007). Instructor-Learner Interaction in Online Courses: The Relative Perceived Importance of Particular Instructor Actions on Performance and Satisfaction. Distance Education, 28(1), 65-79.
Duncan, T. G., & McKeachie, W. J. (2005). The Making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist, 40(2), 117-128.
Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational Research Competencies for Analysis and Applications. New Jersey: Pearson Education, Inc.
Hardan, A. A. (2013). Language Learning Strategies: A General Overview. Social and Behavioral Sciences, 106, 1712-1726.
Hatch, E., Frahady, H. (1982). Research Design and Statistics for Applied Linguistics. Massachusetts: Newbury House Publishers, Inc.
Jung, I., Choi, S., Lim, C., & Leem, J. (2002). Effects of different types of interaction on learning achievement, satisfaction and participation in Web-based instruction. Innovations in Education and Teaching International, 39(2), 153-162.
Kang, M., & Im, T. (2013). Factors of learner–instructor interaction which predict perceived learning outcomes in online learning environment. Journal of Computer Assisted Learning, 29(3), 292-301.
Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Computers & Education, 104, 18-33. http://doi.org/http://dx.doi.org/10.1016/j.compedu.2016.10.001
Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: Motivations and self-regulated learning in MOOCs. Internet and Higher Education, 29, 40-48. http://doi.org/10.1016/j.iheduc.2015.12.003
LPDP. (2017). Beasiswa Pendidikan Indonesia Magister dan Doktoral. Retrieved from http://www.lpdp.kemenkeu.go.id/beasiswa/beasiswa-magister-doktor-2/
McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The MOOC Model for Digital Practice. USA: CC Attribution.
Moore, J. (2014). Effects of Online Interaction and Instructor Presence on Students’ Satisfaction and Success with Online Undergraduate Public Relations Courses. Journalism & Mass Communication Educator, 63(3), 271-288.
Paechter, M., Maier, B., & Macher, D. (2010). Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers & Education, 54(1), 222-229. http://doi.org/10.1016/j.compedu.2009.08.005
Pintrich, P. R. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation. San Diego, CA: Academic Press.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Retrieved from https://www.researchgate.net/publication/271429287_A_Manual_for_the_Use_of_the_Motivated_Strategies_for_Learning_Questionnaire_MSLQ.
Potter, K. (2017). What TOEFL Scores Are the Best American Universities Looking For: Get Accepted to University. Retrieved from www.mastersportal.eu/articles/2186/what-toefl-scores-are-the-best-american-universities-looking-for.html/.
Reeves, T. C. (2007). Meaningful interaction in Web-based learning: A social constructivist interpretation. Internet and Higher Education, 10(1), 15-25.
Veletsianos, G., Reich, J., & Pasquini, L. A. (2016). The Life Between Big Data Log Events. AERA Open, 2(3), 1-10. http://doi.org/10.1177/2332858416657002.
Wang, S. (2014). From e-Learning to MOOC. Journal of the Center for Foreign Language Education, 9, 35-42.
Wang, Y., Peng, H., Huang, R., Hou, Y., & Wang, J. (2008). Characteristics of Distance Learners: Research on Relationships of Learning Motivation, Learning Strategy, Self-Efficacy, Attribution and Learning Results. Open Learning, 23(1), 17-28.
Xiong, Y., Li, H., Kornhaber, M. L., Suen, H. K., Pursel, B., & Goins, D. D. (2015). Examining the Relations among Student Motivation, Engagement, and Retention in a MOOC: A Structural Equation Modeling Approach. Global Education Review, 2(3), 23-33. Retrieved from http://ger.mercy.edu/index.php/ger/article/view/124
Yukselturk, E., & Bulut, S. (2007). Predictors for Student Success in an Online Course. Educational Technology & Society, 10(2), 71-83.
Zimmerman, T. D. (2012). Exploring Learner to Content Interaction as a Success Factor in Online Courses. The International Review of Research in Open and Distance Learning, 13(4), 152-165.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License - Share Alike that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
USER RIGHTS
All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, currently being defined for this journal as follows: Creative Commons Attribution-Share Alike (CC BY-SA)
