Recommending self-regulated learning strategies does not improve performance in a MOOC

Many committed learners struggle to achieve their goal of completing a Massive Open Online Course (MOOC). This work investigates self-regulated learning (SRL) in MOOCs and tests if encouraging the use of SRL strategies can improve course performance. We asked 17 highly successful learners about thei...

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Autor: Maldonado Mahauad, Jorge Javier
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2016
País:Ecuador
Institución:Universidad de Cuenca
Repositorio:Repositorio Universidad de Cuenca
OAI Identifier:oai:dspace.ucuenca.edu.ec:123456789/29140
Acceso en línea:https://www.scopus.com/inward/record.uri?eid=2-s2.0-84970028909&doi=10.1145%2f2876034.2893378&partnerID=40&md5=1c9f76306c66f5b4f55eaa0da521bd49
http://dspace.ucuenca.edu.ec/handle/123456789/29140
Access Level:acceso abierto
Palabra clave:Massive Open Online Course
Self-Regulated Learning
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spelling Recommending self-regulated learning strategies does not improve performance in a MOOCMaldonado Mahauad, Jorge JavierMassive Open Online CourseSelf-Regulated LearningMany committed learners struggle to achieve their goal of completing a Massive Open Online Course (MOOC). This work investigates self-regulated learning (SRL) in MOOCs and tests if encouraging the use of SRL strategies can improve course performance. We asked 17 highly successful learners about their strategies for how to succeed in a MOOC. Their responses were coded based on a SRL framework and synthesized into seven recommendations. In a randomized experiment, we evaluated the effect of providing the recommendations to learners in the same course (N = 653). Although most learners rated the study tips as very helpful, the intervention did not improve course persistence or achievement. Results suggest that a single SRL prompt at the beginning of the course provides insufficient support. Instead, embedding technological AIDS that adaptively support SRL throughout the course could better support learners in MOOCs.EdinburghASSOCIATION FOR COMPUTING MACHINERY INC2018-01-11T16:47:31Z2018-01-11T16:47:31Z2016-04-25info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdf9781450337267https://www.scopus.com/inward/record.uri?eid=2-s2.0-84970028909&doi=10.1145%2f2876034.2893378&partnerID=40&md5=1c9f76306c66f5b4f55eaa0da521bd49http://dspace.ucuenca.edu.ec/handle/123456789/2914010.1145/2876034.2893378L@S 2016 - Proceedings of the 3rd 2016 ACM Conference on Learning at Scalereponame:Repositorio Universidad de Cuencainstname:Universidad de Cuencainstacron:UCUENCAen_USinfo:eu-repo/semantics/openAccess2020-08-01T01:15:08Zoai:dspace.ucuenca.edu.ec:123456789/29140Institucionalhttp://dspace.ucuenca.edu.ec/Universidad públicahttps://www.ucuenca.edu.ec/http://dspace.ucuenca.edu.ec/oai.Ecuador...opendoar:41862020-08-01T01:15:08Repositorio Universidad de Cuenca - Universidad de Cuencafalse
dc.title.none.fl_str_mv Recommending self-regulated learning strategies does not improve performance in a MOOC
title Recommending self-regulated learning strategies does not improve performance in a MOOC
spellingShingle Recommending self-regulated learning strategies does not improve performance in a MOOC
Maldonado Mahauad, Jorge Javier
Massive Open Online Course
Self-Regulated Learning
title_short Recommending self-regulated learning strategies does not improve performance in a MOOC
title_full Recommending self-regulated learning strategies does not improve performance in a MOOC
title_fullStr Recommending self-regulated learning strategies does not improve performance in a MOOC
title_full_unstemmed Recommending self-regulated learning strategies does not improve performance in a MOOC
title_sort Recommending self-regulated learning strategies does not improve performance in a MOOC
dc.creator.none.fl_str_mv Maldonado Mahauad, Jorge Javier
author Maldonado Mahauad, Jorge Javier
author_facet Maldonado Mahauad, Jorge Javier
author_role author
dc.subject.none.fl_str_mv Massive Open Online Course
Self-Regulated Learning
topic Massive Open Online Course
Self-Regulated Learning
description Many committed learners struggle to achieve their goal of completing a Massive Open Online Course (MOOC). This work investigates self-regulated learning (SRL) in MOOCs and tests if encouraging the use of SRL strategies can improve course performance. We asked 17 highly successful learners about their strategies for how to succeed in a MOOC. Their responses were coded based on a SRL framework and synthesized into seven recommendations. In a randomized experiment, we evaluated the effect of providing the recommendations to learners in the same course (N = 653). Although most learners rated the study tips as very helpful, the intervention did not improve course persistence or achievement. Results suggest that a single SRL prompt at the beginning of the course provides insufficient support. Instead, embedding technological AIDS that adaptively support SRL throughout the course could better support learners in MOOCs.
publishDate 2016
dc.date.none.fl_str_mv 2016-04-25
2018-01-11T16:47:31Z
2018-01-11T16:47:31Z
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dc.identifier.none.fl_str_mv 9781450337267
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http://dspace.ucuenca.edu.ec/handle/123456789/29140
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http://dspace.ucuenca.edu.ec/handle/123456789/29140
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dc.publisher.none.fl_str_mv ASSOCIATION FOR COMPUTING MACHINERY INC
publisher.none.fl_str_mv ASSOCIATION FOR COMPUTING MACHINERY INC
dc.source.none.fl_str_mv L@S 2016 - Proceedings of the 3rd 2016 ACM Conference on Learning at Scale
reponame:Repositorio Universidad de Cuenca
instname:Universidad de Cuenca
instacron:UCUENCA
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