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.
%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
}