Learning in MOOCs: A comparison study

Colin Milligan, Allison Littlejohn, Nina Hood

    Research output: Chapter in Book/Report/Conference proceedingConference 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 languageEnglish
    Title of host publicationProceedings of the European Stakeholder Summit on Experiences and Best Practices in and around MOOCs (EMOOCS 2016)
    PublisherBooks on Demand
    Pages15-26
    Number of pages10
    ISBN (Print)9783739237107
    Publication statusPublished - 2016

    Keywords

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

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  • Cite this

    Milligan, C., Littlejohn, A., & Hood, N. (2016). Learning in MOOCs: A comparison study. In Proceedings of the European Stakeholder Summit on Experiences and Best Practices in and around MOOCs (EMOOCS 2016) (pp. 15-26). Books on Demand.