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.
- massive open online courses
- self-regulated learning
- Higher Education
- professional learning
Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: motivations and self-regulated learning in MOOCs. Internet and Higher Education, 29, 40-48. https://doi.org/10.1016/j.iheduc.2015.12.003