Publication: Chrome Plug-in to Support SRL in MOOCs
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2019-05-20
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Springer
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Abstract
Massive Open Online Courses (MOOCs) have gained popularity over the last years, offering a learning environment with new opportunities and challenges. These courses attract a heterogeneous set of participants who, due to the impossibility of personal tutorship in MOOCs, are required to create their own learning path and manage one’s own learning to achieve their goals. In other words, they should be able to self-regulate their learning. Self-regulated learning (SRL) has been widely explored in settings such as face-to-face or blended learning environments. Nevertheless, research on SRL in MOOCs is still scarce, especially on supporting interventions. In this sense, this document presents MOOCnager, a Chrome plug-in to help learners improve their SRL skills. Specifically, this work focuses on 3 areas: goal setting, time management and selfevaluation. Each area is included in one of the 3 phases composing Zimmerman’s SRL Cyclical Model. In this way, the plug-in aims to support enrolees’ self-regulation throughout their complete learning process. Finally, MOOCnager was uploaded to the Chrome Web Store, in order to get a preliminary evaluation with real participants from 6 edX Java MOOCs designed by the Universidad Carlos III de Madrid (UC3M). Results were not conclusive as the use of the plug-in by the participants was very low. However, learners seem to prefer a seamless tool, integrated in the MOOC platform, which is able to assist them without any learner-tool interaction.
Description
Proceeding of: 6th European MOOCs Stakeholders Summit, EMOOCs 2019
Naples, Italy, May 20–22, 2019.
Keywords
Self-regulated learning, Massive Open Online Courses, MOOCs, Plug-In, Moocnager, Tool
Bibliographic citation
Digital Education: at the MOOC Crossroads Where the Interests of Academia and Business Converge: 6th European MOOCs Stakeholders Summit, EMOOCs 2019, Naples, Italy, May 20-22, 2019. Proceedings. (Lecture notes in computer science, 11475). Springer, 2019. P. 3-12