How health professionals regulate their learning in massive open online courses

Colin Milligan*, Allison Littlejohn

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    82 Citations (Scopus)
    246 Downloads (Pure)


    Massive Open Online Courses (MOOCs) are typically designed around a self-guided format that assumes learners can regulate their own learning, rather than relying on tutor guidance. However, MOOCs attract a diverse spectrum of learners, who differ in their ability and motivation to manage their own learning. This study addresses the research question ‘How do professionals self-regulate their learning in a MOOC?’ The study examined the ‘Fundamentals of Clinical Trials’ MOOC offered by edX, and presents narrative descriptions of learning drawn from interviews with 35 course participants. The descriptions provide an insight into the goal-setting, self-efficacy, learning and task strategies, and help-seeking of professionals choosing to study this MOOC. Gaining an insight into how these self-regulatory processes are or are not enacted highlights potential opportunities for pedagogic and technical design of MOOCs.
    Original languageEnglish
    Pages (from-to)113-121
    Number of pages9
    JournalInternet and Higher Education
    Early online date1 Aug 2016
    Publication statusPublished - Oct 2016


    • massive open online courses
    • self-regulated learning
    • professional learning

    ASJC Scopus subject areas

    • Education


    Dive into the research topics of 'How health professionals regulate their learning in massive open online courses'. Together they form a unique fingerprint.

    Cite this