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Learning in MOOCs: A Comparison Study, Proceedings of the European Stakeholder Summit on experiences and best practices in and around MOOCs

Milligan, Colin; Littlejohn, Allison and Hood, Nina (2016). Learning in MOOCs: A Comparison Study, Proceedings of the European Stakeholder Summit on experiences and best practices in and around MOOCs. In: Proceedings of the EUROPEAN STAKEHOLDER SUMMIT on experiences and best practices in and around MOOCs (EMOOCS 2016) (Khalil , Mohammad; Ebner, Martin; Kopp, Michael; Lorenz, Anja and Kalz, Marco eds.), Karl-Franzens-Universität Graz, Graz, pp. 15–26.

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Abstract

Massive Open Online Courses (MOOCs) have emerged as a significant environment for online learning, yet little is known about how people actually learn in a MOOC. The study brings together qualitative data from parallel studies in two different MOOCs, comparing learning strategies of people who self-report low and high levels of Self-Regulated Learning (SRL). This comparative study identifies commonalities and differences in learning patterns between these two learner groups and across the two courses. The study draws comparisons in goal-setting, self efficacy, and the selection of learning and task strategies. The study concludes that differences in the learning strategies of learners in each of the MOOCs may be influenced by different course design.

Item Type: Conference Item
Copyright Holders: 2016 The Authors
ISBN: 3-7392-3710-4, 978-3-7392-3710-7
Keywords: self-regulated learning; SRL; self efficacy; help-seeking; task strategies
Academic Unit/School: Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
Item ID: 46383
Depositing User: Allison Littlejohn
Date Deposited: 20 May 2016 08:46
Last Modified: 24 Mar 2017 11:53
URI: http://oro.open.ac.uk/id/eprint/46383
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