المقررات الإلكترونية المفتوحة واسعة الانتشار (MOOCs) ودورها في دعم الدافعية وإستراتيجيات التعلم المنظم ذاتيا = The Massive Open Online Courses and Their Role in Supporting Motivation and Self-Regulated Learning Strategies

2017 ◽  
Vol 25 (4) ◽  
pp. 228-257
Author(s):  
ليلى سعيد الجهني
Keyword(s):  
Learning Strategies ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Self Regulated Learning ◽  
Regulated Learning

Exploring the Effectiveness of Self-Regulated Learning in Massive Open Online Courses on Non-Native English Speakers

2015 ◽  
Vol 13 (3) ◽  
pp. 61-73 ◽  
Author(s):  
Liang-Yi Chung
Keyword(s):  
Learning Strategies ◽  
English Learners ◽  
Self Efficacy ◽  
Online Courses ◽  
Native English Speakers ◽  
Massive Open Online Courses ◽  
English Speakers ◽  
Massive Open Online ◽  
Self Regulated Learning ◽  
Regulated Learning

Massive Open Online Courses (MOOCs) are expanding the scope of online distance learning in the creation of a cross-country global learning environment. For learners worldwide, MOOCs offer a wealth of online learning resources. However, such a diversified environment makes the learning process complicated and challenging. To achieve their objectives, learners need to adapt regulation strategies based on different situations in the process, which is called self-regulated learning. Previous research findings emphasize that self-efficacy is one of the key factors that influences self-regulated learning. Currently MOOCs are primarily offered in English, but many students are non-native English speakers. For these learners, English serves as a cross-language and cross-cultural communication medium, and English self-efficacy is a defining element affecting this language application. To further examine the impact of English self-efficacy on self-regulated learning, this study uses non-native English learners in MOOCs as test subjects. It is evident that there is a positive and significant correlation between non-English learners' self-efficacy and self-regulated learning in MOOCs; the higher the English self-efficacy, the better use of self-regulated learning strategies. This study aims to offer some insight into self-regulated learning strategies of non-native English speakers taking MOOCs, so relevant instructors can subsequently provide more suitable and effective learning methods.

Mining theory-based patterns from Big data: Identifying self-regulated learning strategies in Massive Open Online Courses

2018 ◽  
Vol 80 ◽  
pp. 179-196 ◽  
Author(s):  
Jorge Maldonado-Mahauad ◽  
Mar Pérez-Sanagustín ◽  
René F. Kizilcec ◽  
Nicolás Morales ◽  
Jorge Munoz-Gama
Keyword(s):  
Big Data ◽  
Learning Strategies ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Self Regulated Learning ◽  
Regulated Learning

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

2021 ◽  
pp. 56-70
Author(s):  
M. Elena Alonso-Mencía ◽  
Carlos Alario-Hoyos ◽  
Iria Estévez-Ayres ◽  
Carlos Delgado Kloos
Keyword(s):  
Learning Strategies ◽  
Computer Programming ◽  
Research Study ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Background Information ◽  
Massive Open Online ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Reported Data

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.

scholarly journals Supporting learners' self-regulated learning in Massive Open Online Courses

2020 ◽  
Vol 146 ◽  
pp. 103771 ◽  
Author(s):  
Renée S. Jansen ◽  
Anouschka van Leeuwen ◽  
Jeroen Janssen ◽  
Rianne Conijn ◽  
Liesbeth Kester
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Systematic literature review on self-regulated learning in massive open online courses

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Daeyeoul Lee ◽  
Sunnie Lee Watson ◽  
William R Watson
Keyword(s):  
Goal Setting ◽  
Help Seeking ◽  
Online Courses ◽  
The Body ◽  
Massive Open Online Courses ◽  
Future Research ◽  
Massive Open Online ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Regulation Strategies

Despite arguments about the importance of self-regulated learning (SRL) in massive open online courses (MOOCs) (Terras & Ramsay, 2015), understanding of the topic is limited. This study offers a systematic review of empirical research on SRL in MOOCs. It revealed that the body of literature on SRL in MOOCs has grown from 2014 to 2016. The content analysis findings show that SRL was a factor positively influencing learning in MOOCs. SRL strategies were identified, including motivational regulation strategies, specifically self-efficacy, task value, and goal setting. Particular cognitive regulation strategies were not identified, and goal setting was found as a metacognitive regulation strategy. Regarding behavioural and contextual regulation strategies, help seeking, time management, and effort regulation were identified. In addition, several MOOC designs and SRL interventions that consider unique characteristics of MOOCs were proposed to promote SRL. Implications of these findings and future research are discussed.

scholarly journals OpenVM MOOCs: a design for self-regulated learning

2021 ◽  
pp. 31-49
Author(s):  
Antonella Poce ◽  
Francesca Amenduni
Keyword(s):  
Educational Research ◽  
Online Survey ◽  
Online Courses ◽  
Quantitative Approach ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Virtual Mobility

This paper presents the design of two miniMOOCs (Massive Open Online Courses) Autonomy-driven learning and Self-Regulated Learning (SRL), developed in the Open Virtual Mobility MOOC. The design is based on two concepts: microlearning and SRL. All the MOOC elements were designed to support SRL. From a descriptive and quantitative approach, the research aims to explore participants' satisfaction and their perception on the supporting roles of the miniMOOC for SRL. Data was collected through an online survey through which 375 answers were collected. Results show the general satisfaction of learners with the MOOC design. As for the SRL design gamification and visualization of pathways were more relevant for certain SRL phases such as monitoring learning. OER and related quizzes were useful for all SRL phases. Quizzes especially supported self-reflection. Open Badges supported the forethought phase of SRL. Social elements such as forums and eportfolios obtained the lowest rates in relation to support of SRL. The paper concludes with recommendations for educational research and MOOCs design.

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