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Learning in MOOCs: Motivations and self-regulated learning in MOOCs

Littlejohn, Allison; Hood, Nina; Milligan, Colin and Mustain, Paige (2016). Learning in MOOCs: Motivations and self-regulated learning in MOOCs. The Internet and Higher Education, 29 pp. 40–48.

DOI (Digital Object Identifier) Link: https://doi.org/10.1016/j.iheduc.2015.12.003
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Abstract

Massive open online courses (MOOCs) require individual learners to be able to self-regulate their learning, determining when and how they engage. However, MOOCs attract a diverse range of learners, each with different motivations and prior experience. This study investigates the self-regulated learning (SRL) learners apply in a MOOC, in particular focusing on how learners' motivations for taking a MOOC influence their behaviour and employment of SRL strategies. Following a quantitative investigation of the learning behaviours of 788 MOOC participants, follow-up interviews were conducted with 32 learners. The study compares the narrative descriptions of behaviour between learners with self-reported high and low SRL scores. Substantial differences were detected between the self-described learning behaviours of these two groups in five of the sub-processes examined. Learners' motivations and goals were found to shape how they conceptualised the purpose of the MOOC, which in turn affected their perception of the learning process.

Item Type: Article
Copyright Holders: 2015 Elsevier Inc
ISSN: 1096-7516
Keywords: massive open online courses; self-regulated learning; higher education; professional learning
Academic Unit/School: Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
Item ID: 46402
Depositing User: Allison Littlejohn
Date Deposited: 23 May 2016 14:26
Last Modified: 10 Apr 2017 10:01
URI: http://oro.open.ac.uk/id/eprint/46402
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