Massive Open Online Courses (MOOCs) provide learning opportunities to all regardless of age, cultural background, social economic status, prior knowledge, and motivation. However, these opportunities are missed when learners do not successfully learn. Learning in MOOCs differ from conventional classroom. Students are given the responsibilities to plan their own study schedule and decide what they want to do with the course materials. Therefore, success in learning relies heavily on learners’ ability to regulate their own learning and factors that affect the self-regulatory learning process.
Goal of project: The current research is aimed at developing interventions to support self-regulated learning (SRL) in MOOCs.
To achieve the aims and objectives of the research, the following steps will be taken:
(i) Develop interventions to support SRL strategies
(ii) Conduct empirical studies to evaluate the effectiveness of the SRL support
(iii) Analyze relationship among students’ motivation, self-regulated learning, and online learning activity.
(iv) Build on the findings to develop adaptive support for different learners.
The studies aim to advance the field of educational research in MOOCs by sharing the findings on the effectiveness of various SRL supports with other researchers and practitioners in the field.
The research outcomes will be presented at:
- Paper in peer-reviewed international journals
- The 17th Biennial European Association for Research on Learning and Instruction (EARLI) Conference, August 29 - September 2, 2017
- Leiden-Delft-Erasmus Centre for Education and Learning
Started April 2016
Jacqueline Wong, MSc
Dr. Martine Baars
Dr. B.B. (Björn) de Koning
Prof. dr. Fred Paas