المقررات الإلكترونية المفتوحة واسعة الانتشار (MOOCs)‎ و دورها في دعم الدافعية و استراتيجيات التعلم المنظم ذاتيا

Abstract EN

The study aimed to determine the role of the massive open online courses in supporting motivation and self-regulated learning strategies in light of some variables, and it was applied to a sample consisted of (763) male and female students who were registered in Rawq platform for distance education, during the summer of the academic year (1437 -2016).

The researcher had used a scale that was prepared by her.

The most important results shown that: the massive open online courses are supporting motivation and self-regulated learning strategies in general; there is no statistically significant differences in supporting motivation by these courses attributed to sex differences, or studying other MOOCs, or academic qualifications differences; with the exception of (evaluation) strategy in favor of males and ( attribution causal) strategy in favor of females; (target identification, planning, evaluation) strategies in favor of those who have not studied other MOOCs; (self-monitoring) strategy in favor of those who have studied other MOOCs; and (attribution causal) strategy in favor of (bachelor) degree.