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Online Adaptive Learning: A Study of Score Validity of the Adaptive Self-Regulated Learning Model

Author

Listed:
  • Hoda Harati

    (Northern Arizona University, USA)

  • Cherng-Jyh Yen

    (Old Dominion University, USA)

  • Chih-Hsiung Tu

    (Northern Arizona University, USA)

  • Brandon J. Cruickshank

    (Northern Arizona University, USA)

  • Shadow William Jon Armfield

    (Northern Arizona University, USA)

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.

Suggested Citation

  • Hoda Harati & Cherng-Jyh Yen & Chih-Hsiung Tu & Brandon J. Cruickshank & Shadow William Jon Armfield, 2020. "Online Adaptive Learning: A Study of Score Validity of the Adaptive Self-Regulated Learning Model," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), IGI Global, vol. 15(4), pages 18-35, October.
    • Handle: RePEc:igg:jwltt0:v:15:y:2020:i:4:p:18-35
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