RT Journal Article
T1 Analysing self-regulated learning strategies of MOOC learners through self-reported data
A1 Alonso Mencía, María Elena
A1 Alario-Hoyos, Carlos
A1 Estévez Ayres, Iria Manuela
A1 Delgado Kloos, Carlos
AB Massive 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.
PB Australasian Society for Computers in Learning in Tertiary Education
SN 1449-3098
YR 2021
FD 2021-07-29
LK http://hdl.handle.net/10016/33382
UL http://hdl.handle.net/10016/33382
LA eng
NO This 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.
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