Artikel in einem Konferenzbericht,
Recommending Self-Regulated Learning Strategies Does Not Improve Performance in a MOOC
Proceedings of the Third (2016) ACM Conference on Learning @ Scale, Seite 101--104. New York, NY, USA, ACM, (2016)
DOI: 10.1145/2876034.2893378
Zusammenfassung
Many committed learners struggle to achieve their goal of completing a Massive Open Online Course (MOOC). This work investigates self-regulated learning (SRL) in MOOCs and tests if encouraging the use of SRL strategies can improve course performance. We asked a group of 17 highly successful learners about their own strategies for how to succeed in a MOOC. Their responses were coded based on a SRL framework and synthesized into seven recommendations. In a randomized experiment, we evaluated the effect of providing those recommendations to learners in the same course (N = 653). Although most learners rated the study tips as very helpful, the intervention did not improve course persistence or achievement. Results suggest that a single SRL prompt at the beginning of the course provides insufficient support. Instead, embedding technological aids that adaptively support SRL throughout the course could better support learners in MOOCs.
