%0 Conference Paper %1 citeulike:14249174 %A Kizilcec, René F. %A Sanagust'ın, Mar P. %A Maldonado, Jorge J. %B Proceedings of the Third (2016) ACM Conference on Learning @ Scale %C New York, NY, USA %D 2016 %I ACM %K mooc self-regulated-learning %P 101--104 %R 10.1145/2876034.2893378 %T Recommending Self-Regulated Learning Strategies Does Not Improve Performance in a MOOC %U http://dx.doi.org/10.1145/2876034.2893378 %X Many committed learners struggle to achieve their goal of completing a Massive Open Online Course (MOOC). This work investigates self-regulated learning (SRL) in MOOCs and tests if encouraging the use of SRL strategies can improve course performance. We asked a group of 17 highly successful learners about their own strategies for how to succeed in a MOOC. Their responses were coded based on a SRL framework and synthesized into seven recommendations. In a randomized experiment, we evaluated the effect of providing those recommendations to learners in the same course (N = 653). Although most learners rated the study tips as very helpful, the intervention did not improve course persistence or achievement. Results suggest that a single SRL prompt at the beginning of the course provides insufficient support. Instead, embedding technological aids that adaptively support SRL throughout the course could better support learners in MOOCs. %@ 978-1-4503-3726-7

@inproceedings{citeulike:14249174, abstract = {{Many committed learners struggle to achieve their goal of completing a Massive Open Online Course (MOOC). This work investigates self-regulated learning (SRL) in MOOCs and tests if encouraging the use of SRL strategies can improve course performance. We asked a group of 17 highly successful learners about their own strategies for how to succeed in a MOOC. Their responses were coded based on a SRL framework and synthesized into seven recommendations. In a randomized experiment, we evaluated the effect of providing those recommendations to learners in the same course (N = 653). Although most learners rated the study tips as very helpful, the intervention did not improve course persistence or achievement. Results suggest that a single SRL prompt at the beginning of the course provides insufficient support. Instead, embedding technological aids that adaptively support SRL throughout the course could better support learners in MOOCs.}}, added-at = {2018-03-19T12:24:51.000+0100}, address = {New York, NY, USA}, author = {Kizilcec, Ren{\'{e}} F. and Sanagust'{\i}n, Mar P. and Maldonado, Jorge J.}, biburl = {https://www.bibsonomy.org/bibtex/2ad461233c2ec290a76a6906a8c85ec9f/aho}, booktitle = {Proceedings of the Third (2016) ACM Conference on Learning @ Scale}, citeulike-article-id = {14249174}, citeulike-linkout-0 = {http://portal.acm.org/citation.cfm?id=2893378}, citeulike-linkout-1 = {http://dx.doi.org/10.1145/2876034.2893378}, doi = {10.1145/2876034.2893378}, interhash = {16b0e0cdd4274e730bb66846f6702739}, intrahash = {ad461233c2ec290a76a6906a8c85ec9f}, isbn = {978-1-4503-3726-7}, keywords = {mooc self-regulated-learning}, location = {Edinburgh, Scotland, UK}, pages = {101--104}, posted-at = {2017-01-10 02:14:27}, priority = {2}, publisher = {ACM}, series = {L@S '16}, timestamp = {2018-03-19T12:24:51.000+0100}, title = {{Recommending Self-Regulated Learning Strategies Does Not Improve Performance in a MOOC}}, url = {http://dx.doi.org/10.1145/2876034.2893378}, year = 2016 }