Despite arguments about the importance of self-regulated learning (SRL) in massive open online courses (MOOCs) (Terras & Ramsay, 2015), understanding of the topic is limited. This study offers a systematic review of empirical research on SRL in MOOCs. It revealed that the body of literature on SRL in MOOCs has grown from 2014 to 2016. The content analysis findings show that SRL was a factor positively influencing learning in MOOCs. SRL strategies were identified, including motivational regulation strategies, specifically self-efficacy, task value, and goal setting. Particular cognitive regulation strategies were not identified, and goal setting was found as a metacognitive regulation strategy. Regarding behavioural and contextual regulation strategies, help seeking, time management, and effort regulation were identified. In addition, several MOOC designs and SRL interventions that consider unique characteristics of MOOCs were proposed to promote SRL. Implications of these findings and future research are discussed. IntroductionA massive open online course (MOOC) generally refers to "a model for delivering learning content online to virtually any person-with no limit on attendance-who wants to take the course" (Educause Learning Initiative, 2011, ¶ 4). MOOCs have changed traditional online learning by putting hundreds of thousands of learners from different geographical locations into an online space where they study at their preferred pace and according to their own learning style (Johnson, Becker, Estrada, & Freeman, 2014). Traditional online courses and MOOCs are distinguished by the fact that MOOCs are open to all applicants with freely accessible information and resources and do not typically require registration fees except for those learners seeking more formal certifications (Schulze, 2014). There is also a difference in goals and structures between regular online courses and MOOCs (Perna et al., 2014).In MOOCs, "learners are expected to be autonomous and manage their own learning by making their own social and conceptual connections to suit their own needs" (Tschofen & Mackness, 2012, p. 126). Glance, Forsey, and Riley (2013) and Barnes (2013) explained that most MOOCs usually include short lecture videos with embedded questions, auto-graded quizzes, peer reviewing or assessment, and online discussion forums. As MOOCs place "control of learning at the discretion of the learner" (Terras & Ramsay, 2015, p. 1), it is essential to understand the learner behaviours required for autonomous learning in MOOCs (Terras & Ramsay, 2015). While little has been discovered about learner behaviours in MOOCs, self-regulated learning (SRL) has recently gotten attention as a crucial factor related to learner behaviours in MOOCs (deWaard, 2011;Terras & Ramsay, 2015). SRL has been identified as one of the vital factors positively affecting students' success in traditional online learning environments (Cho & Shen, 2013;Dabbagh & Kitsantas, 2005). In addition, how to support online learners' SRL has been widely examined (e...

This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson’s correlation analysis show a positive correlation between self-efficacy and the use of self-regulated learning strategies, as well as a positive correlation between task value and the use of self-regulated learning strategies. The results of hierarchical multiple regression analysis show that self-efficacy and task value are significant predictors of the use of self-regulated learning strategies. There was a statistically significant difference in the use of self-regulated learning strategies between learners who possessed high self-efficacy and those who possessed low self-efficacy. In addition, learners who had high task value showed statistically significant higher average self-regulated learning scores than those who had low task value. Implications and future research directions are discussed based on the findings.

High dropout rates have been an unsolved issue in massive open online courses (MOOCs). As perceived effectiveness predicts learner retention in MOOCs, instructional design factors that affect it have been increasingly examined. However, self-regulated learning, self-efficacy, and task value have been underestimated from the perspective of instructors even though they are important instructional design considerations for MOOCs. This study investigated the influence of self-regulated learning strategies, self-efficacy, and task value on perceived effectiveness of successful MOOC learners. Three hundred fifty-three learners who successfully completed the Mountain 101 MOOC participated in this study by completing a survey through e-mail. The results of stepwise multiple regression analysis showed that perceived effectiveness was significantly predicted by both self-regulated learning strategies and task value. In addition, the results of another stepwise multiple regression analysis showed that meta-cognitive activities after learning, environmental structuring, and time management significantly predicted perceived effectiveness.

This study investigated the relationships between self-efficacy and self-regulated learning strategies of English Language Learners (ELL) in a college setting from a social cognitive perspective. Participants in this study were one hundred seventeen ELL college students who enrolled in an English language course at a Midwestern university. The results of simple linear regression analysis showed that ELL college students’ self-efficacy significantly predicted their use of self-regulated learning strategies. In addition, the results of a one-way ANOVA indicated a statistically significant difference in the use of self-regulated learning strategies between ELL college students who had high self-efficacy and those who had low self-efficacy. Based on study results, implications and future research directions are discussed.