Learning in MOOCs: Motivations and self-regulated learning in MOOCs
The Internet and Higher Education, (2016)DOI: http://dx.doi.org/10.1016/j.iheduc.2015.12.003
Abstract
Abstract Massive open online courses (MOOCs) require individual learners to be able to self-regulate their learning, determining when and how they engage. However, \MOOCs\ attract a diverse range of learners, each with different motivations and prior experience. This study investigates the self-regulated learning (SRL) learners apply in a MOOC, in particular focusing on how learners' motivations for taking a \MOOC\ influence their behaviour and employment of \SRL\ strategies. Following a quantitative investigation of the learning behaviours of 788 \MOOC\ participants, follow-up interviews were conducted with 32 learners. The study compares the narrative descriptions of behaviour between learners with self-reported high and low \SRL\ scores. Substantial differences were detected between the self-described learning behaviours of these two groups in five of the sub-processes examined. Learners' motivations and goals were found to shape how they conceptualised the purpose of the MOOC, which in turn affected their perception of the learning process.