ABSTRACT
This study investigated how the acceptance and use of self-regulatory strategies in online learning affected Hong Kong secondary school students' participation in online learning. A self-reported questionnaire was distributed to 1381 students from six secondary schools. Findings of the descriptive analysis indicated that students did not frequently use most types of online self-regulatory strategies. Although they agreed that the online learning methods were easy to use and facilitated learning, they did not actively participate in online learning activities and showed a low tendency to continuation. Further, structural equation modeling indicated that the effect of strategy use on actual participation was stronger than that of user acceptance. The former had a significant indirect effect on actual participation through the strong effect it had on user acceptance. Consequently, suggestions have been made for improving the instructional design of online learning and increasing students' willingness and readiness to participate in online learning.
ABSTRACT
This study aimed to adapt and validate a Chinese version of the online self-regulated learning questionnaire (COSLQ) with Chinese junior secondary students in Hong Kong. A total of 716 students from six schools participated voluntarily in the study. Overall, the findings of this study supported the COSLQ's psychometric quality. The COSLQ subscales all demonstrated high internal consistency. Different measurement models were tested using confirmatory factor analysis. The results indicated that a 7-factor model best fit the data, suggesting that the participants could distinguish seven types of online self-regulatory strategies: goal setting, environment structuring, time management, effort regulation, cognitive/monitoring strategies, help seeking, and self-evaluation.