Analysing Self-Regulated Learning Strategies of MOOC Learners through Self-Reported Data

Autor/inn/en	Alonso-Mencía, M. Elena; Alario-Hoyos, Carlos; Estévez-Ayres, Iria; Delgado Kloos, Carlos
Titel	Analysing Self-Regulated Learning Strategies of MOOC Learners through Self-Reported Data
Quelle	In: Australasian Journal of Educational Technology, 37 (2021) 3, S.56-70 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Self Management; Independent Study; Learning Strategies; Online Courses; Open Education; Measurement Techniques; Computer Science Education; Programming; Place of Residence; Foreign Countries; Prior Learning; Educational Attainment; Gender Differences; At Risk Students; Dropout Characteristics; Questionnaires; Learning Motivation; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Selbstmanagement; Selbststudium; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Online course; Online-Kurs; Offene Erziehung; Offener Unterricht; Messtechnik; Computer science lessons; Informatikunterricht; Programmierung; Wohnort; Ausland; Vorkenntnisse; Bildungsabschluss; Bildungsgut; Geschlechterkonflikt; Fragebogen; Motivation for studies; Lernmotivation
Abstract	Massive open online courses (MOOCs) require registered learners to be autonomous in their learning. Nevertheless, prior research studies showed that many learners lack the necessary self-regulated learning (SRL) skills to succeed in MOOCs. This research study aimed to gain insights into the relationships that exist between SRL and background information from MOOC learners. To this end, a series of three MOOCs on computer programming offered through edX were used to collect self-reported data from learners using an adaptation of the Motivated Strategies for Learning Questionnaire. Results show significant differences in general learning strategies and motivation by continent, prior computing experience and percentage of completed MOOCs. Men reported higher motivation than women, whereas pre-university learners needed further guidance to improve their learning strategies. (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	2022/1/01