Characterizing Learners' Engagement in MOOCs: An Observational Case Study Using the NoteMyProgress Tool for Supporting Self-Regulation

Autor/inn/en	Antonio Perez-Alvarez, Ronald; Maldonado-Mahauad, Jorge; Sharma, Kshitij; Sapunar-Opazo, Diego; Perez-Sanagustin, Mar
Titel	Characterizing Learners' Engagement in MOOCs: An Observational Case Study Using the NoteMyProgress Tool for Supporting Self-Regulation
Quelle	In: IEEE Transactions on Learning Technologies, 13 (2020) 4, S.676-688 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Antonio Perez-Alvarez, Ronald) ORCID (Sharma, Kshitij)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-1382
DOI	10.1109/TLT.2020.3003220
Schlagwörter	Self Management; Online Courses; Large Group Instruction; Educational Technology; Technology Uses in Education; Intervention; Program Effectiveness; Learning Strategies; Learner Engagement; Grades (Scholastic); Goal Orientation; Notetaking; Reflection; Student Characteristics + Suchen Sie Ihr Suchwort? Selbstmanagement; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Notenspiegel; Zielorientierung; Zielvorstellung
Abstract	Recent research shows that learners who are able to self-regulate their learning show greater levels of engagement with massive open online course (MOOC) content. To improve support for learners in their self-regulatory processes, researchers have proposed technological solutions to transform recorded MOOC data into actionable knowledge. However, studies providing empirical evidence on how these solutions impact learners' engagement with the course and their self-regulatory behavior remain scarce. In this article, we present the results of an observational case study in which NoteMyProgress (NMP), a web-based tool designed to support learners' self-regulation in MOOCs, is applied as an intervention in two MOOCs. The main aim of this article is to provide insights into how the support of learners' self-regulated learning (SRL) strategies correlates with course engagement. We performed the evaluation using a sample of 263 learners and utilized distinct data sources in order to propose indicators for learners' engagement with the course and NMP. Results show a positive correlation between learners' final grades with NMP functionalities that support goal setting, organization (note taking), and self-reflection (social comparison) SRL strategies. Furthermore, we found no significant behavioral differences in how learners with low SRL and high SRL profiles engage with the course or NMP. Finally, we discuss how these results relate to prior work and the implications for future technological solutions that seek to promote engagement in MOOCs. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=4620076
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01