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: https://doi.org/10.1016/j.compedu.2015.10.019

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.

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About

  • Item ORO ID
  • 46381
  • Item Type
  • Journal Item
  • ISSN
  • 0360-1315
  • Keywords
  • adult learning; professional learning; self-regulated learning; MOOCs; online learning
  • Academic Unit or School
  • Institute of Educational Technology (IET)
  • Copyright Holders
  • © 2015 Elsevier Ltd.
  • Depositing User
  • Allison Littlejohn

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