%0 Conference Paper %1 cress2014signals %A Bentley, Penny %A Crump, Helen %A Cuffe, Paige %A Gniadek, Iwona %A Jamieson, Briar %A MacNeill, Sheila %A Mor, Yishay %B Proceedings of the European MOOC Stakeholder Summit 2014 %D 2014 %E Cress, Ulrike %E Kloos, Carlos Delgado %K MOOC OLDSMOOC Twitter autoethnography connectivism e-learning lds learner learning moocs myown oldsmooc participation perspectives self-directed self-regulated success %P 18-25 %T Signals of Success and Self-directed Learning %U http://emoocs2014.eu/sites/default/files/Proceedings-Moocs-Summit-2014.pdf %X Autobiographical records of learner experiences in Massive Open Online Courses (MOOCs) are ubiquitous; however, collaborative autoethnographic approaches are less common. Using group reflection within the same online, open, participatory approach and media as characterises MOOCs, this paper explores the experience of participation, learner views of success and if social interaction, self-efficacy and self-directed strategies supported this. How social interaction was achieved and experienced in the OLDSMOOC is intertwined with these factors for these learners. Completion and success are not synonymous terms for these learners and a definition of success is constructed by each participant. Their view of their participation supports the concept of self-directed learners defining their own achievement and their levels of activity vary. The creation of this collaborative paper is suggested as an example of another aspect of their definitions of success, which value and include establishing ongoing connection and shared learning between MOOC participants.

@inproceedings{cress2014signals, abstract = {Autobiographical records of learner experiences in Massive Open Online Courses (MOOCs) are ubiquitous; however, collaborative autoethnographic approaches are less common. Using group reflection within the same online, open, participatory approach and media as characterises MOOCs, this paper explores the experience of participation, learner views of success and if social interaction, self-efficacy and self-directed strategies supported this. How social interaction was achieved and experienced in the OLDSMOOC is intertwined with these factors for these learners. Completion and success are not synonymous terms for these learners and a definition of success is constructed by each participant. Their view of their participation supports the concept of self-directed learners defining their own achievement and their levels of activity vary. The creation of this collaborative paper is suggested as an example of another aspect of their definitions of success, which value and include establishing ongoing connection and shared learning between MOOC participants.}, added-at = {2014-02-23T23:28:36.000+0100}, author = {Bentley, Penny and Crump, Helen and Cuffe, Paige and Gniadek, Iwona and Jamieson, Briar and MacNeill, Sheila and Mor, Yishay}, biburl = {https://www.bibsonomy.org/bibtex/26efd167a1ace03d413c4eed536845b04/yish}, booktitle = {Proceedings of the European MOOC Stakeholder Summit 2014}, editor = {Cress, Ulrike and Kloos, Carlos Delgado}, interhash = {bbbcd9b74817f0efb7582c0986850dc0}, intrahash = {6efd167a1ace03d413c4eed536845b04}, keywords = {MOOC OLDSMOOC Twitter autoethnography connectivism e-learning lds learner learning moocs myown oldsmooc participation perspectives self-directed self-regulated success}, pages = {18-25}, timestamp = {2015-12-29T21:29:54.000+0100}, title = {Signals of Success and Self-directed Learning}, url = {http://emoocs2014.eu/sites/default/files/Proceedings-Moocs-Summit-2014.pdf}, year = 2014 }