Self-regulated learning in MOOCs: lessons learned from a literature review

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dc.contributor.author Alonso Mencía, María Elena
dc.contributor.author Alario-Hoyos, Carlos
dc.contributor.author Maldonado-Mahauad, Jorge
dc.contributor.author Estévez Ayres, Iria Manuela
dc.contributor.author Pérez Sanagustín, María Del Mar
dc.contributor.author Delgado Kloos, Carlos
dc.date.accessioned 2020-10-08T10:27:33Z
dc.date.available 2020-10-08T10:27:33Z
dc.date.issued 2020-01-01
dc.identifier.bibliographicCitation Educational Review, (2020), 72(3), pp.: 319-345.
dc.identifier.issn 0013-1911
dc.identifier.uri http://hdl.handle.net/10016/31109
dc.description.abstract Learners in massive open online courses (MOOCs) are required to be autonomous during their learning process, and thus they need to self-regulate their learning to achieve their goals. According to existing literature, self-regulated learning (SRL) research in MOOCs is still scarce. More studies which build on past works regarding SRL in MOOCs are required, as well as literature reviews that help to identify the main challenges and future research directions in relation to this area. In this paper, the authors present the results of a systematic literature review on SRL in MOOCs, covering all the related papers published until the end of 2017. The papers considered in this review include real experiences with at least a MOOC (other learning scenarios sometimes claimed as MOOCs, such as blended courses, or online courses with access restrictions, are out of the scope of this analysis). Most studies on SRL in MOOCs share some common features: they are generally exploratory, based on one single MOOC and tend not to specify in which SRL model they are grounded. The results reveal that high self-regulators engage in non-linear navigation and approach MOOCs as an informal learning opportunity. In general, they prefer setting specific goals based on knowledge development and control their learning through assignments.
dc.description.sponsorship This work was supported by the CONICYT/DOCTORADO NACIONAL 2016 under Grant 21160081; European Commission under Grant 561533-EPP-1-2015-1-ES-EPPKA2-CBHE-JP and 574212-EPP-1-2016-1-NL-EPPKA2-CBHE-JP; Fondo Nacional de Desarrollo Científico y Tecnológico under Grant 11150231; Madrid Regional Government under Grant S2013/ICE-2715; Spanish Ministry of Economy and Competitiveness under Grant TIN2017-85179-C3-1-R.
dc.format.extent 26
dc.language.iso eng
dc.publisher Taylor & Francis
dc.rights © Rights managed by Taylor & Francis.
dc.subject.other Open education
dc.subject.other Lifelong learning
dc.subject.other Literature review
dc.subject.other Massive Open Online Course
dc.subject.other Self-regulation
dc.subject.other Self-regulated learning
dc.subject.other MOOCs
dc.title Self-regulated learning in MOOCs: lessons learned from a literature review
dc.type article
dc.description.status Publicado
dc.subject.eciencia Educación
dc.subject.eciencia Telecomunicaciones
dc.identifier.doi https://doi.org/10.1080/00131911.2019.1566208
dc.rights.accessRights openAccess
dc.relation.projectID Comunidad de Madrid. S2013/ICE-2715
dc.relation.projectID Gobierno de España. TIN2017-85179-C3-1-R
dc.relation.projectID info:eu-repo/grantAgreement/EC/H2020/561533
dc.relation.projectID info:eu-repo/grantAgreement/EC/H2020/574212
dc.type.version acceptedVersion
dc.identifier.publicationfirstpage 319
dc.identifier.publicationissue 3
dc.identifier.publicationlastpage 345
dc.identifier.publicationtitle Educational Review
dc.identifier.publicationvolume 72
dc.identifier.uxxi AR/0000023553
dc.contributor.funder European Commission
dc.contributor.funder Ministerio de Economía y Competitividad (España)
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