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Analysing self-regulated learning strategies of MOOC learners through self-reported data

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dc.affiliation.dptoUC3M. Departamento de Ingeniería Telemáticaes
dc.affiliation.grupoinvUC3M. Grupo de Investigación: Aplicaciones y Servicios Telemáticos (GAST)es
dc.contributor.authorAlonso Mencía, María Elena
dc.contributor.authorAlario-Hoyos, Carlos
dc.contributor.authorEstévez Ayres, Iria Manuela
dc.contributor.authorDelgado Kloos, Carlos
dc.contributor.funderComunidad de Madrides
dc.contributor.funderEuropean Commissiones
dc.contributor.funderMinisterio de Ciencia, Innovación y Universidades (España)es
dc.date.accessioned2021-10-07T09:03:36Z
dc.date.available2021-10-07T09:03:36Z
dc.date.issued2021-07-29
dc.description.abstractMassive 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.en
dc.description.sponsorshipThis work was supported in part by the FEDER/Ministerio de Ciencia, Innovación y Universidades-Agencia Estatal de Investigación, through the Smartlet Project under Grant TIN2017-85179-C3-1-R, and in part by the Madrid Regional Government through the e-Madrid-CM Project under Grant S2018/TCS-4307, a project which is co-funded by the European Structural Funds (FSE and FEDER). Partial support has also been received from the European Commission through Erasmus+ Capacity Building in the Field of Higher Education projects, more specifically through projects LALA, InnovaT and PROF-XXI (586120-EPP-1-2017-1-ES-EPPKA2-CBHE-JP), (598758-EPP-1-2018-1-AT-EPPKA2-CBHE-JP), (609767-EPP-1-2019-1-ES-EPPKA2-CBHE-JP). This publication reflects the views only of the authors, and funders cannot be held responsible for any use which may be made of the information contained therein.en
dc.format.extent15
dc.identifier.bibliographicCitationAlonso-Mencía, M. E., Alario-Hoyos, C., Estévez-Ayres, I. & Delgado Kloos, C. (2021). Analysing self-regulated learning strategies of MOOC learners through self-reported data. Australasian Journal of Educational Technology, 37(3), 56–70.en
dc.identifier.doihttps://doi.org/10.14742/ajet.6150
dc.identifier.issn1449-3098
dc.identifier.publicationfirstpage56
dc.identifier.publicationissue3
dc.identifier.publicationlastpage70
dc.identifier.publicationtitleAustralasian Journal of Educational Technologyen
dc.identifier.publicationvolume37
dc.identifier.urihttp://hdl.handle.net/10016/33382
dc.identifier.uxxiAR/0000026356
dc.language.isoeng
dc.publisherAustralasian Society for Computers in Learning in Tertiary Educationen
dc.relation.projectIDGobierno de España. TIN2017-85179-C3-1-Res
dc.relation.projectIDComunidad de Madrid. S2018/TCS-4307es
dc.rights© 2021 M. Elena Alonso-Mencía, Carlos Alario-Hoyos, Iria Estévez-Ayres, Carlos Delgado Kloos
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 España*
dc.rights.accessRightsopen accessen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/*
dc.subject.ecienciaInformáticaes
dc.subject.ecienciaTelecomunicacioneses
dc.subject.otherMOOCsen
dc.subject.otherSelf-regulated learningen
dc.subject.otherLearning strategiesen
dc.subject.otherMotivation, self-reported surveyen
dc.subject.otherProgrammingen
dc.titleAnalysing self-regulated learning strategies of MOOC learners through self-reported dataen
dc.typeresearch article*
dc.type.hasVersionVoR*
dspace.entity.typePublication
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