Massive Open Online Courses (MOOCs) require individual learners to self-regulate their own learning, determining when, how and with what content and activities they engage. However, MOOCs attract a diverse range of learners, from a variety of learning and professional contexts. This study examines how a learner's current role and context influences their ability to self-regulate their learning in a MOOC: Introduction to Data Science offered by Coursera. The study compared the self-reported self-regulated learning behaviour between learners from different contexts and with different roles. Significant differences were identified between learners who were working as data professionals or studying towards a higher education degree and other learners in the MOOC. The study provides an insight into how an individual's context and role may impact their learning behaviour in MOOCs.
- adult learning
- self-regulated learning
- online learning
Hood, N., Littlejohn, A., & Milligan, C. (2015). Context counts: how learners' contexts influence learning in a MOOC. Computers and Education , 91, 83-91. https://doi.org/10.1016/j.compedu.2015.10.019