%0 Journal Article %1 citeulike:14249175 %A Hood, Nina %A Littlejohn, Allison %A Milligan, Colin %D 2015 %J Computers & Education %K mooc %P 83--91 %R 10.1016/j.compedu.2015.10.019 %T Context counts: How learners' contexts influence learning in a MOOC %U http://dx.doi.org/10.1016/j.compedu.2015.10.019 %V 91 %X A learner's current context and role influences overall self-regulation in a MOOC. The contextualisation of learning activities promotes self-regulated learning. Connecting learning in MOOCs to 'real-world' contexts makes learning more accessible. Massive Open Online Courses (MOOCs) require individual learners to self-regulate their own learning, determining when, how and with what content and activities they engage. However, MOOCs attract a diverse range of learners, from a variety of learning and professional contexts. This study examines how a learner's current role and context influences their ability to self-regulate their learning in a MOOC: Introduction to Data Science offered by Coursera. The study compared the self-reported self-regulated learning behaviour between learners from different contexts and with different roles. Significant differences were identified between learners who were working as data professionals or studying towards a higher education degree and other learners in the MOOC. The study provides an insight into how an individual's context and role may impact their learning behaviour in MOOCs.

@article{citeulike:14249175, abstract = {{ A learner's current context and role influences overall self-regulation in a MOOC. The contextualisation of learning activities promotes self-regulated learning. Connecting learning in MOOCs to 'real-world' contexts makes learning more accessible. Massive Open Online Courses (MOOCs) require individual learners to self-regulate their own learning, determining when, how and with what content and activities they engage. However, MOOCs attract a diverse range of learners, from a variety of learning and professional contexts. This study examines how a learner's current role and context influences their ability to self-regulate their learning in a MOOC: Introduction to Data Science offered by Coursera. The study compared the self-reported self-regulated learning behaviour between learners from different contexts and with different roles. Significant differences were identified between learners who were working as data professionals or studying towards a higher education degree and other learners in the MOOC. The study provides an insight into how an individual's context and role may impact their learning behaviour in MOOCs.}}, added-at = {2018-03-19T12:24:51.000+0100}, author = {Hood, Nina and Littlejohn, Allison and Milligan, Colin}, biburl = {https://www.bibsonomy.org/bibtex/24587e46a51bf0f9801350dbc138db3b1/aho}, citeulike-article-id = {14249175}, citeulike-linkout-0 = {http://dx.doi.org/10.1016/j.compedu.2015.10.019}, doi = {10.1016/j.compedu.2015.10.019}, interhash = {101e2e72c716f305df4ee4dd7382d4a3}, intrahash = {4587e46a51bf0f9801350dbc138db3b1}, issn = {03601315}, journal = {Computers \& Education}, keywords = {mooc}, month = dec, pages = {83--91}, posted-at = {2017-01-10 02:16:02}, priority = {2}, timestamp = {2018-03-19T12:24:51.000+0100}, title = {{Context counts: How learners' contexts influence learning in a MOOC}}, url = {http://dx.doi.org/10.1016/j.compedu.2015.10.019}, volume = 91, year = 2015 }