Systematic Literature Review on Self-Regulated Learning in Massive Open Online Courses

Autor/inn/en	Lee, Daeyeoul; Watson, Sunnie Lee; Watson, William R.
Titel	Systematic Literature Review on Self-Regulated Learning in Massive Open Online Courses
Quelle	In: Australasian Journal of Educational Technology, 35 (2019) 1, S.28-41 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Learning Strategies; Online Courses; Educational Research; Student Motivation; Self Efficacy; Goal Orientation; Metacognition; Help Seeking; Time Management; Instructional Design; Intervention; Beliefs + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Online course; Online-Kurs; Bildungsforschung; Pädagogische Forschung; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Zeitmanagement; Lesson concept; Lessonplan; Unterrichtsentwurf; Belief; Glaube
Abstract	Despite arguments about the importance of self-regulated learning (SRL) in massive open online courses (MOOCs) (Terras & Ramsay, 2015), understanding of the topic is limited. This study offers a systematic review of empirical research on SRL in MOOCs. It revealed that the body of literature on SRL in MOOCs has grown from 2014 to 2016. The content analysis findings show that SRL was a factor positively influencing learning in MOOCs. SRL strategies were identified, including motivational regulation strategies, specifically self-efficacy, task value, and goal setting. Particular cognitive regulation strategies were not identified, and goal setting was found as a metacognitive regulation strategy. Regarding behavioural and contextual regulation strategies, help seeking, time management, and effort regulation were identified. In addition, several MOOC designs and SRL interventions that consider unique characteristics of MOOCs were proposed to promote SRL. Implications of these findings and future research are discussed. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01