Learning in MOOCs: motivations and self-regulated learning

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Original languageEnglish
Pages (from-to)40-48
Number of pages9
JournalThe Internet and Higher Education
Volume29
Issue number1
Early online date11 Dec 2015
DOIs
StatePublished - Apr 2016

Abstract

Massive open online courses (MOOCs) require individual learners to be able to self-regulate their learning, determining when and how they engage. However, MOOCs attract a diverse range of learners, each with different motivations and prior experience. This study investigates the self-regulated learning (SRL) learners apply in a MOOC, in particular focusing on how learners' motivations for taking a MOOC influence their behaviour and employment of SRL strategies. Following a quantitative investigation of the learning behaviours of 788 MOOC participants, follow-up interviews were conducted with 32 learners. The study compares the narrative descriptions of behaviour between learners with self-reported high and low SRL scores. Substantial differences were detected between the self-described learning behaviours of these two groups in five of the sub-processes examined. Learners' motivations and goals were found to shape how they conceptualised the purpose of the MOOC, which in turn affected their perception of the learning process.

Keywords

  • massive open online courses, self-regulated learning , Higher Education, professional learning

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