Self-Regulated Learning in MOOCs: Lessons Learned from a Literature Review

Autor/inn/en	Alonso-Mencía, M. Elena; Alario-Hoyos, Carlos; Maldonado-Mahauad, Jorge; Estévez-Ayres, Iria; Pérez-Sanagustín, Mar; Delgado Kloos, Carlos
Titel	Self-Regulated Learning in MOOCs: Lessons Learned from a Literature Review
Quelle	In: Educational Review, 72 (2020) 3, S.319-345 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alario-Hoyos, Carlos) ORCID (Estévez-Ayres, Iria) ORCID (Delgado Kloos, Carlos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2019.1566208
Schlagwörter	Online Courses; Independent Study; Self Management; Learning Strategies; Informal Education; Goal Orientation; Research Methodology; Sample Size; Educational Research; Strategic Planning; Progress Monitoring; Self Evaluation (Individuals); Help Seeking; Time Management; Student Satisfaction + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Selbststudium; Selbstmanagement; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Informelle Bildung; Nichtformale Bildung; Zielorientierung; Zielvorstellung; Research method; Forschungsmethode; Bildungsforschung; Pädagogische Forschung; Strategy; Planning; Strategie; Planung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Zeitmanagement
Abstract	Learners in massive open online courses (MOOCs) are required to be autonomous during their learning process, and thus they need to self-regulate their learning to achieve their goals. According to existing literature, self-regulated learning (SRL) research in MOOCs is still scarce. More studies which build on past works regarding SRL in MOOCs are required, as well as literature reviews that help to identify the main challenges and future research directions in relation to this area. In this paper, the authors present the results of a systematic literature review on SRL in MOOCs, covering all the related papers published until the end of 2017. The papers considered in this review include real experiences with at least a MOOC (other learning scenarios sometimes claimed as MOOCs, such as blended courses, or online courses with access restrictions, are out of the scope of this analysis). Most studies on SRL in MOOCs share some common features: they are generally exploratory, based on one single MOOC and tend not to specify in which SRL model they are grounded. The results reveal that high self-regulators engage in non-linear navigation and approach MOOCs as an informal learning opportunity. In general, they prefer setting specific goals based on knowledge development and control their learning through assignments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01