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.
%0 Conference Paper
%1 citeulike:14249174
%A Kizilcec, René F.
%A Sanagust'ın, Mar P.
%A Maldonado, Jorge J.
%B Proceedings of the Third (2016) ACM Conference on Learning @ Scale
%C New York, NY, USA
%D 2016
%I ACM
%K mooc self-regulated-learning
%P 101--104
%R 10.1145/2876034.2893378
%T Recommending Self-Regulated Learning Strategies Does Not Improve Performance in a MOOC
%U http://dx.doi.org/10.1145/2876034.2893378
%X 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.
%@ 978-1-4503-3726-7
@inproceedings{citeulike:14249174,
abstract = {{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.}},
added-at = {2018-03-19T12:24:51.000+0100},
address = {New York, NY, USA},
author = {Kizilcec, Ren{\'{e}} F. and Sanagust'{\i}n, Mar P. and Maldonado, Jorge J.},
biburl = {https://www.bibsonomy.org/bibtex/2ad461233c2ec290a76a6906a8c85ec9f/aho},
booktitle = {Proceedings of the Third (2016) ACM Conference on Learning @ Scale},
citeulike-article-id = {14249174},
citeulike-linkout-0 = {http://portal.acm.org/citation.cfm?id=2893378},
citeulike-linkout-1 = {http://dx.doi.org/10.1145/2876034.2893378},
doi = {10.1145/2876034.2893378},
interhash = {16b0e0cdd4274e730bb66846f6702739},
intrahash = {ad461233c2ec290a76a6906a8c85ec9f},
isbn = {978-1-4503-3726-7},
keywords = {mooc self-regulated-learning},
location = {Edinburgh, Scotland, UK},
pages = {101--104},
posted-at = {2017-01-10 02:14:27},
priority = {2},
publisher = {ACM},
series = {L@S '16},
timestamp = {2018-03-19T12:24:51.000+0100},
title = {{Recommending Self-Regulated Learning Strategies Does Not Improve Performance in a MOOC}},
url = {http://dx.doi.org/10.1145/2876034.2893378},
year = 2016
}