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

Hood, Nina; Littlejohn, Allison; Milligan, Colin

doi:10.1016/j.compedu.2015.10.019

Cited by 194 publications

(150 citation statements)

References 25 publications

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“…In MOOCs, where the population of learners is heterogeneous and people register with different intentions, motivation plays a key role on how learners will address the course (Kizilcec & Halawa, 2015;Hood, Littlejohn, & Milligan, 2015). However, in MOOCs, unlike in other types of online courses, learners' intrinsic motivation for the subject addressed is of higher importance, as the certification obtained after completion (extrinsic motivation) has typically a low recognition (Wang & Baker, 2015).…”

Section: Motivation In Moocsmentioning

confidence: 99%

Understanding Learners’ Motivation and Learning Strategies in MOOCs

Alario-Hoyos

Estévez-Ayres

Pérez‐Sanagustín

et al. 2017

IRRODL

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MOOCs (Massive Open Online Courses) have changed the way in which OER (Open EducationalResources) are bundled by teachers and consumed by learners. MOOCs represent an evolution towards the production and offering of structured quality OER. Many institutions that were initially reluctant to providing OER have, however, joined the MOOC wave. Nevertheless, MOOCs detractors strongly criticize their high dropout rates. The dropout rate is a commonly accepted metric of success for traditional education, but it may not be as suitable when dealing with OER, in general, and with MOOCs, in particular, since learners' motivations to take a course are very diverse, and certain selfregulated learning strategies are required to tackle the lack of personalized tutoring and keep pace in the course. This paper presents an empirical study on the motivation and learning strategies of MOOC learners. Six thousand three hundred and thirty-five learners from 160 countries answered a selfreport 7-point Likert-type questionnaire based on the Motivated Strategies for Learning Questionnaire (MSLQ) as part of a MOOC titled Introduction to Programming with Java. Results indicate that learners were highly motivated and confident to do well in the course. Learning strategies, however, can be improved, especially regarding time management.

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Section: Motivation In Moocsmentioning

confidence: 99%

Understanding Learners’ Motivation and Learning Strategies in MOOCs

Alario-Hoyos

Estévez-Ayres

Pérez‐Sanagustín

et al. 2017

IRRODL

View full text Add to dashboard Cite

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“…By gathering information about MOOC learners' study habits through a post-course survey, Hood et al [7] observed that learners coming from different professional backgrounds demonstrate different levels of SRL strategies -with higher-educated learners reporting higher levels of SRL. Our research aims to address this discrepancy in SRL skills and provide a scaffolded method to develop SRL strategies in our MOOC learners from all backgrounds and contexts.…”

Section: Learning Strategy Research In Moocsmentioning

confidence: 99%

Retrieval Practice and Study Planning in MOOCs: Exploring Classroom-Based Self-regulated Learning Strategies at Scale

Davis¹,

Chen²,

Zee³

et al. 2016

Adaptive and Adaptable Learning

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Abstract. Massive Open Online Courses (MOOCs) are successful in delivering educational resources to the masses, however, the current retention rates -well below 10% -indicate that they fall short in helping their audience become effective MOOC learners. In this paper, we report two MOOC studies we conducted in order to test the effectiveness of pedagogical strategies found to be beneficial in the traditional classroom setting: retrieval practice (i.e. strengthening course knowledge through actively recalling information) and study planning (elaborating on weekly study plans). In contrast to the classroom-based results, we do not confirm our hypothesis, that small changes to the standard MOOC design can teach MOOC learners valuable self-regulated learning strategies.

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“…They identify with interesting learning through e-learning acceptance in order to develop students' e-learning plan, and constantly adopt and implement MOOC. Thus, they will result in useful e-learning and perceived satisfaction [8] [9] .…”

Section: Discussionmentioning

confidence: 99%

Influence of Studentsr MOOC Learning Effectiveness: Adjust industry 4.0 a 107 curriculum reform

Chou¹,

Shen²,

Hsiao³

et al. 2018

Proceedings of the 2018 4th International Conference on Humanities and Social Science Research (ICHSSR 2018)

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Abstract.This study aims to analyze the correlation (N=636) among tertiary students' perceived e-learning acceptance, self-regulation, and MOOC learning effectiveness in Taiwan. Students' perceived e-learning acceptance includes four factors, namely, convenience learning, useful learning, interesting learning, and technology learning. Self-regulated learning includes four factors, namely, goal-setting, self-efficacy, effectiveness, and self-evaluation. MOOC learning effectiveness includes four factors, namely, perceived enjoyment, perceived usefulness, perceived satisfaction, and perceived openness. Analysis was conducted using the structural equation modeling (SEM), and a good model fit was found for both the measurement and structural models. Research findings demonstrate that tertiary students' e-learning acceptance significantly and directly influences MOOC learning effectiveness. E-learning acceptance significantly and indirectly influences MOOC learning effectiveness by self-regulation. Tertiary school students' e-learning acceptance and self-regulated learning fit the influence model and empirical data of MOOC learning effectiveness.

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

Cited by 194 publications

References 25 publications

Understanding Learners’ Motivation and Learning Strategies in MOOCs

Understanding Learners’ Motivation and Learning Strategies in MOOCs

Retrieval Practice and Study Planning in MOOCs: Exploring Classroom-Based Self-regulated Learning Strategies at Scale

Influence of Studentsr MOOC Learning Effectiveness: Adjust industry 4.0 a 107 curriculum reform

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