Learning in MOOCs: A comparison study

Colin Milligan; Allison Littlejohn; Nina Hood

Learning in MOOCs: A comparison study

Colin Milligan, Allison Littlejohn, Nina Hood

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

Massive Open Online Courses (MOOCs) have emerged as a significant environment for online learning, yet little is known about how people actually learn in a MOOC. The study brings together qualitative data from parallel studies in two different MOOCs, comparing learning strategies of people who self-report low and high levels of Self-Regulated Learning (SRL). This comparative study identifies commonalities and differences in learning patterns between these two learner groups and across the two courses. The study draws comparisons in goal-setting, self efficacy, and the selection of learning and task strategies. The study concludes that differences in the learning strategies of learners in each of the MOOCs may be influenced by different course design.

Original language	English
Title of host publication	Proceedings of the European Stakeholder Summit on Experiences and Best Practices in and around MOOCs (EMOOCS 2016)
Publisher	Books on Demand
Pages	15-26
Number of pages	10
ISBN (Print)	9783739237107
Publication status	Published - 2016

Keywords

self-regulated learning; SRL; self efficacy; help-seeking; task strategies

Cite this

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title = "Learning in MOOCs: A comparison study",

abstract = "Massive Open Online Courses (MOOCs) have emerged as a significant environment for online learning, yet little is known about how people actually learn in a MOOC. The study brings together qualitative data from parallel studies in two different MOOCs, comparing learning strategies of people who self-report low and high levels of Self-Regulated Learning (SRL). This comparative study identifies commonalities and differences in learning patterns between these two learner groups and across the two courses. The study draws comparisons in goal-setting, self efficacy, and the selection of learning and task strategies. The study concludes that differences in the learning strategies of learners in each of the MOOCs may be influenced by different course design.",

keywords = "self-regulated learning; SRL; self efficacy; help-seeking; task strategies",

author = "Colin Milligan and Allison Littlejohn and Nina Hood",

note = "Accepted: 10 Nov 2015 Online pub: 12 Feb 2016 Conference held in Feb16 Copyright to be checked, query to conference contact 16-9-16 Set file to backend in meantime",

year = "2016",

language = "English",

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AU - Milligan, Colin

AU - Littlejohn, Allison

AU - Hood, Nina

N1 - Accepted: 10 Nov 2015 Online pub: 12 Feb 2016 Conference held in Feb16 Copyright to be checked, query to conference contact 16-9-16 Set file to backend in meantime

PY - 2016

Y1 - 2016

N2 - Massive Open Online Courses (MOOCs) have emerged as a significant environment for online learning, yet little is known about how people actually learn in a MOOC. The study brings together qualitative data from parallel studies in two different MOOCs, comparing learning strategies of people who self-report low and high levels of Self-Regulated Learning (SRL). This comparative study identifies commonalities and differences in learning patterns between these two learner groups and across the two courses. The study draws comparisons in goal-setting, self efficacy, and the selection of learning and task strategies. The study concludes that differences in the learning strategies of learners in each of the MOOCs may be influenced by different course design.

AB - Massive Open Online Courses (MOOCs) have emerged as a significant environment for online learning, yet little is known about how people actually learn in a MOOC. The study brings together qualitative data from parallel studies in two different MOOCs, comparing learning strategies of people who self-report low and high levels of Self-Regulated Learning (SRL). This comparative study identifies commonalities and differences in learning patterns between these two learner groups and across the two courses. The study draws comparisons in goal-setting, self efficacy, and the selection of learning and task strategies. The study concludes that differences in the learning strategies of learners in each of the MOOCs may be influenced by different course design.

KW - self-regulated learning; SRL; self efficacy; help-seeking; task strategies

UR - http://emoocs2016.eu/

M3 - Conference contribution

SN - 9783739237107

SP - 15

EP - 26

BT - Proceedings of the European Stakeholder Summit on Experiences and Best Practices in and around MOOCs (EMOOCS 2016)

PB - Books on Demand

ER -

Learning in MOOCs: A comparison study

Abstract

Keywords

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