Enhancing Self-Regulated Learning in Massive Open Online Courses

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. 

Approach/methodology

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.

Results

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

Funders 

  • Leiden-Delft-Erasmus Centre for Education and Learning

Status

Started April 2016

People

Jacqueline Wong, MSc

Dr. Martine Baars

Dr. B.B. (Björn) de Koning

Prof. dr. Fred Paas

Attachments