Exploring Filipino preservice teachers' online self-regulated learning skills and strategies amid the COVID-19 pandemic

Abstract

The massive shift from face-to-face classes to online learning due to the COVID-19 pandemic made the assessment of students' capacity to regulate their learning more important. The researchers conducted an explanatory sequential mixed methods design with validation of a five-point 24-item Likert scale questionnaire called the online self-regulated learning questionnaire (OSLQ) for use with Filipino students. The OSLQ was disseminated using cross-sectional survey method through Google Forms and 301 preservice teachers in the Philippines responded. To substantiate the data from the survey, the researchers conducted an interview with the selected participants (n = 10) and faculty members (n = 5) determined through intensity sampling. The confirmatory factor analysis and Cronbach's alpha estimates revealed that the OSLQ is valid and reliable (α = 0.921). The results showed that the participants' self-regulated learning (SRL) skills and strategies are above average, with high levels of environment structuring and goal setting but low on task and help-seeking strategies. They encountered several challenges in employing SRL in online courses. The findings of the study signify the need to use the validated OLSQ for Filipino preservice teachers in various context and to innovate activities that promote SRL skills and strategies.

Keywords

• Online courses
• Online distance education
• Online learning
• Preservice teachers
• Self-regulated learning