Analysing self-regulated learning strategies of MOOC learners through self-reported data

Abstract

Massive open online courses (MOOCs) require registered learners to be autonomous in their learning. Nevertheless, prior research studies showed that many learners lack the necessary self-regulated learning (SRL) skills to succeed in MOOCs. This research study aimed to gain insights into the relationships that exist between SRL and background information from MOOC learners. To this end, a series of three MOOCs on computer programming offered through edX were used to collect self-reported data from learners using an adaptation of the Motivated Strategies for Learning Questionnaire. Results show significant differences in general learning strategies and motivation by continent, prior computing experience and percentage of completed MOOCs. Men reported higher motivation than women, whereas pre-university learners needed further guidance to improve their learning strategies.

Implications for practice:

• A better understanding of learners’ SRL strategies can help design better MOOCs.
• An early identification of learners with poor SRL strategies can help to reduce dropout rates of those learners who actually intend to finish the MOOC.
• A better understanding of differences between groups of students with respect to their SRL strategies can help design MOOCs with personalised variations for a better performance.