Review of Self-Regulated Learning in Massive Open Online Course

Abstract

Over the last decade, much attention has been paid the effects of self-regulated learning (SRL) in massive open online courses (MOOCs). However, a systematic understanding of the topic is rather limited. This study drew a general outline of important factors affecting the SRL in MOOCs. The study summarizes two important SRL modes as the theoretical basis. Then, the study analyses the motivational, metacognitive and cognitive regulation strategies, and behavioural regulation strategies which affect SRL in MOOCs. Finally, suggestions for future research in MOOCs are offered.

Online Self-Regulated Learning Strategies Amid a Global Pandemic: Insights From Indonesian University Students

“…Nonetheless, students also reported that they adopted technical strategies to tackle the problems by using more dependable internet providers and other technical strategies. This is closely related to the behavioural and contextual regulation strategies proposed by Zhu et al (2020), in which students attempt to structure their study environment to prepare for their e-learning activities.…”

“…Nevertheless, Pintrich's (2000) model shares some similarities with Zimmerman's (2002) model as the four phases are overlapped by four different components: (1) cognition, (2) motivation, (3) behaviour, and (4) context. Summarizing these two models, Zhu et al (2020) established an SRL model that addresses the online learning context, particularly with regard to Massive Open Online Courses (MOOCs). They argue that there are three major regulation strategies that students undertake to regulate their online learning activities, as illustrated in Figure 1.…”

“…Zhu et al ( 2020) Zhu et al (2020) suggest that in the motivational regulation strategy, the processes that are engaged by students to self-regulate their online learning activities include self-efficacy and achievement motivation. This regulation strategy involves individuals in determining their capacity to organize and manage learning activities to achieve their learning goals, as well as to establish objectives, reasons, and standards to assess the output of the learning activities (Zhu et al, 2020). The cognitive and metacognitive regulation strategy represents some processes that students perform in online learning, including "changing their approach to learning, taking notes, and setting goals" (Zhu et al, 2020, p. 12).…”

“…The cognitive and metacognitive regulation strategy represents some processes that students perform in online learning, including "changing their approach to learning, taking notes, and setting goals" (Zhu et al, 2020, p. 12). Meanwhile, the behavioural and contextual regulation strategy involves a set of processes that students undertake in the online learning context, including seeking help to deal with academic challenges, organizing study time, structuring the learning environment, and regulating effort when they face academic difficulties (Zhu et al, 2020).…”

Effect of Optional Assessments on Student Engagement, Learning Approach, Stress, and Perceptions of Online Learning during COVID-19

“…Self-regulation is an important component of student learning, and involves setting goals and the thoughts, feelings, and actions required to achieve those goals (Cohen, 2012;Zapata-Cuervo et al, 2021). Online courses tend to require a higher degree of student self-regulation, especially when the online course is presented in an asynchronous format with no set lecture time (Wang, Shannon, & Ross, 2013;Zhu, Mustapha, & Gong, 2020). Online learning can also have a negative impact on collaborative activities and discussion quality between students when conducted in a virtual setting compared to in-person learning, thereby reducing both student engagement with the course material and a deeper comprehension of course concepts (Dumford & Miller, 2018).…”