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Context counts: How learners' contexts influence learning in a MOOC

Hood, Nina; Littlejohn, Allison and Milligan, Colin (2015). Context counts: How learners' contexts influence learning in a MOOC. Computers & Education, 91 pp. 83–91.

DOI (Digital Object Identifier) Link: https://doi.org/10.1016/j.compedu.2015.10.019
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Abstract

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.

Item Type: Journal Article
Copyright Holders: 2015 Elsevier Ltd.
ISSN: 0360-1315
Keywords: adult learning; professional learning; self-regulated learning; MOOCs; online learning
Academic Unit/School: Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
Item ID: 46381
Depositing User: Allison Littlejohn
Date Deposited: 20 May 2016 09:00
Last Modified: 07 Feb 2017 11:13
URI: http://oro.open.ac.uk/id/eprint/46381
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