MIDDLE SCHOOL STUDENTS’ EXPERIENCES OF ENGAGEMENT AND SELF-REGULATED LEARNING IN EDUCATIONAL INFORMATICS NETWORK (EIN)
Abstract
This study investigates middle school students’ engagement and self-regulated learning (SRL) experiences within the Educational Informatics Network (EIN). It specifically examines how using EIN influences changes in students’ SRL and engagement levels. The study employed an intervention design and involved 60 purposively selected middle school students. Data were collected using the MOOC Engagement Scale, the Perceived Self-Regulation Scale, and semi-structured student interviews. Quantitative data were analyzed using dependent t-tests, while qualitative data were analyzed through deductive analysis. The results indicated a significant increase in students’ SRL and engagement scores after the implementation. In particular, students developed several SRL strategies, including task management, time management, help-seeking, and self-evaluation. In addition, the findings indicated that students experienced behavioral, cognitive, affective, and social engagement, which were closely associated with their SRL development. Based on these findings, the study recommends improvements to the EIN platform to support students’ engagement and self-regulated learning better.
Keywords
EIN, MOOC, engagement, behavioral engagement, cognitive engagement, social engagement, affective engagement, self-regulated learning
Ethical Statement
References
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