The massive and open nature of MOOCs contribute to attracting a great diversity of
learners. However, the learners who enroll in these types of courses have trouble achieving
their course objectives. One reason for this is that they do not adequately self-regulate their
learning. In this context, there are few tools to support these strategies in online learning
environment. Also, the lack of metrics to evaluate the impact of the proposed tools makes it
difficult to identify the key features of this type of tools. In this paper, we present the process
for designing NoteMyProgress, a web application that complements a MOOC platform and
supports self-regulated learning strategies. For designing NoteMyProgress we followed the
Design Based Research methodology. For the evaluation of the tool, we conducted two case
studies using a beta version of NoteMyProgress over three MOOCs offered in Coursera. The
findings of these two case studies are presented as a set of lessons learned that inform about:
(1) a list of requirements to inform the design of a second version of the tool; (2) a list of
requirements that could serve as a reference for other developers to design new tools that
support self-regulated learning in MOOCs
%0 Journal Article
%1 NoteMyProgress
%A Pérez-Álvarez, R.
%A Maldonado-Mahauad, J.
%A Pérez-Sanagustín, M.
%D 2018
%J Journal of Universal Computer Science (JUCS)
%K Analytics Courses Dashboard Learning MOOC Massive Online Open SRL Self-Regulated Tool determined
%N 8
%P 1090-1109
%T Design of a Tool to Support Self-Regulated Learning Strategies in MOOCs
%U http://www.jucs.org/jucs_24_8/design_of_a_tool/jucs_24_08_1090_1109_alvarez.pdf
%V 24
%X The massive and open nature of MOOCs contribute to attracting a great diversity of
learners. However, the learners who enroll in these types of courses have trouble achieving
their course objectives. One reason for this is that they do not adequately self-regulate their
learning. In this context, there are few tools to support these strategies in online learning
environment. Also, the lack of metrics to evaluate the impact of the proposed tools makes it
difficult to identify the key features of this type of tools. In this paper, we present the process
for designing NoteMyProgress, a web application that complements a MOOC platform and
supports self-regulated learning strategies. For designing NoteMyProgress we followed the
Design Based Research methodology. For the evaluation of the tool, we conducted two case
studies using a beta version of NoteMyProgress over three MOOCs offered in Coursera. The
findings of these two case studies are presented as a set of lessons learned that inform about:
(1) a list of requirements to inform the design of a second version of the tool; (2) a list of
requirements that could serve as a reference for other developers to design new tools that
support self-regulated learning in MOOCs
@article{NoteMyProgress,
abstract = {The massive and open nature of MOOCs contribute to attracting a great diversity of
learners. However, the learners who enroll in these types of courses have trouble achieving
their course objectives. One reason for this is that they do not adequately self-regulate their
learning. In this context, there are few tools to support these strategies in online learning
environment. Also, the lack of metrics to evaluate the impact of the proposed tools makes it
difficult to identify the key features of this type of tools. In this paper, we present the process
for designing NoteMyProgress, a web application that complements a MOOC platform and
supports self-regulated learning strategies. For designing NoteMyProgress we followed the
Design Based Research methodology. For the evaluation of the tool, we conducted two case
studies using a beta version of NoteMyProgress over three MOOCs offered in Coursera. The
findings of these two case studies are presented as a set of lessons learned that inform about:
(1) a list of requirements to inform the design of a second version of the tool; (2) a list of
requirements that could serve as a reference for other developers to design new tools that
support self-regulated learning in MOOCs},
added-at = {2018-09-26T18:04:48.000+0200},
author = {Pérez-Álvarez, R. and Maldonado-Mahauad, J. and Pérez-Sanagustín, M.},
biburl = {https://www.bibsonomy.org/bibtex/260f942dce422b074ee75a86a1fa1ff99/yish},
interhash = {dcf83c4e9150520293407d1d9f2efd9c},
intrahash = {60f942dce422b074ee75a86a1fa1ff99},
journal = {Journal of Universal Computer Science (JUCS)},
keywords = {Analytics Courses Dashboard Learning MOOC Massive Online Open SRL Self-Regulated Tool determined},
number = 8,
pages = {1090-1109},
timestamp = {2018-09-26T18:04:48.000+0200},
title = {Design of a Tool to Support Self-Regulated Learning Strategies in MOOCs},
url = {http://www.jucs.org/jucs_24_8/design_of_a_tool/jucs_24_08_1090_1109_alvarez.pdf},
volume = 24,
year = 2018
}