Developing an Agentic Engagement Scale in a Self-Paced MOOC

Autor/inn/en	Kim, Rang; Song, Hae-Deok
Titel	Developing an Agentic Engagement Scale in a Self-Paced MOOC
Quelle	In: Distance Education, 44 (2023) 1, S.120-136 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Rang) ORCID (Song, Hae-Deok)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2022.2155619
Schlagwörter	MOOCs; Test Construction; Test Validity; Learner Engagement; Learning Strategies; Personal Autonomy; Foreign Countries; Measures (Individuals); Pacing; South Korea + Suchen Sie Ihr Suchwort? Testaufbau; Testvalidität; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Individuelle Autonomie; Ausland; Messdaten; Lerntempo; Korea; Republik
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01