Design of a Tool to Support Self-Regulated Learning Strategies in MOOCs

The massive and open nature of MOOCs contribute to attracting a great diversity of learners. However, the learners who enroll in these types of courses have trouble achieving their course objectives. One reason for this is that they do not adequately self-regulate their learning. In this context, there are few tools to support these strategies in online learning environment. Also, the lack of metrics to evaluate the impact of the proposed tools makes it difficult to identify the key features of this type of tools. In this paper, we present the process for designing NoteMyProgress, a web application that complements a MOOC platform and supports self-regulated learning strategies. For designing NoteMyProgress we followed the Design Based Research methodology. For the evaluation of the tool, we conducted two case studies using a beta version of NoteMyProgress over three MOOCs offered in Coursera. The findings of these two case studies are presented as a set of lessons learned that inform about: (1) a list of requirements to inform the design of a second version of the tool; (2) a list of requirements that could serve as a reference for other developers to design new tools that support self-regulated learning in MOOCs

Professional Learning in Massive Open Online Courses (Pl-MOOC)

No abstract available

Supporting professional learning in a massive open online course

Professional learning, combining formal and on the job learning, is important for the development and maintenance of expertise in the modern workplace. To integrate formal and informal learning, professionals have to have good self-regulatory ability. Formal learning opportunities are opening up through massive open online courses (MOOCs), providing free and flexible access to formal education for millions of learners worldwide. MOOCs present a potentially useful mechanism for supporting and enabling professional learning, allowing opportunities to link formal and informal learning. However, there is limited understanding of their effectiveness as professional learning environments. Using self-regulated learning as a theoretical base, this study investigated the learning behaviours of health professionals within Fundamentals of Clinical Trials, a MOOC offered by edX. Thirty-five semi-structured interviews were conducted and analysed to explore how the design of this MOOC supported professional learning to occur. The study highlights a mismatch between learning intentions and learning behaviour of professional learners in this course. While the learners are motivated to participate by specific role challenges, their learning effort is ultimately focused on completing course tasks and assignments. The study found little evidence of professional learners routinely relating the course content to their job role or work tasks, and little impact of the course on practice. This study adds to the overall understanding of learning in MOOCs and provides additional empirical data to a nascent research field. The findings provide an insight into how professional learning could be integrated with formal, online learning

How to design for persistence and retention in MOOCs?

Design of educational interventions is typically carried out following a design cycle involving phases of investigation, conceptualization, prototyping, implementation, execution and evaluation. This cycle can be applied at different levels of granularity e.g. learning activity, module, course or programme. In this paper we consider an aspect of learner behavior that can be critical to the success of many MOOCs i.e. their persistence to study, and the related theme of learner retention. We reflect on the impact that consideration of these can have on design decisions at different stages in the design cycle with the aim of en-hancing MOOC design in relation to learner persistence and retention, with particular attention to the European context

Raising awareness of the accessibility challenges in mathematics MOOCs

MOOCs provide learning environments that make it easier for learners to study from anywhere, at their own pace and with open access to content. This has revolutionised the field of eLearning, but accessibility continues to be a problem, even more so if we include the complexity of the STEM disciplines which have their own specific characteristics. This work presents an analysis of the accessibility of several MOOC platforms which provide courses in mathematics. We attempt to visualise the main web accessibility problems and challenges that disabled learners could face in taking these types of courses, both in general and specifically in the context of the subject of mathematics

An Experimental Study of Self-regulated Learning Strategies Application in Moocs

Online learning has been widely adopted in higher education to reach students who typically would not have a chance to complete accredited courses (Kentnor, 2015). Massive open online courses (MOOC), which is a type of online learning, makes it easier for people to take university courses with internet access and a fraction of cost compared to traditional residential programs (Reich, 2020). MOOCs also become popular for those who want to increase their professional profile or advance their academic career (Pheatt, 2017). However, online learning has long been criticized for its universally low completion rates, high dropout rate and poor learning performance (Almeda et al., 2018). This phenomenon is more exacerbated in MOOC environments. Historical studies have attempted to support learner self-regulated learning (SRL) activities in order to enhance completion rates and academic outcomes. Prior studies have conducted pre-course questionnaires as inexpensive SRL interventions to prompt learners as SRL support(Kizilcec et al., 2017, Kizilcec & Cohen, 2017; Kizilcec et al., 2020; Yeomans & Reich, 2017). Yet, these one-time-only, short-term interventions only yield limited or no effects. This study implemented and evaluated the effectiveness of an alternative intervention, the self-regulated learning user interface (SRLUI), to support students' self-regulated learning (SRL) strategies in a MOOC environment. SRLUI is based on Zimmerman’s (2000) SRL model and develops learner’s SRL skills through longitudinal, recurring practice of multiple SRL dimensions activities (i.e., goal setting, self-evaluation, task planning, setting reminders) with content-specific information. The study utilized a randomized experimental design and implemented SRLUI in eight MOOCs with a total of 808 participants. The results indicated a higher usage rate of SRL support compared to the historical findings, which may be owing to the SRL support embedded into the learning activities throughout the course. Also, the study showed improved learning outcomes for a subgroup of participants, but there was no reduction in the number of dropouts. Based on the findings of this study, it is recommended that a personalized SRL tool featuring content-specific information should be embedded in online courses. The research design also recorded direct cognitive records of learners' SRL activities, which yield stronger validity compared to trace and survey data. The result suggested SRLUI might only benefit a subgroup of learners with passing grades. Thus, it is recommended that future research identify various subgroups of learner profiles in MOOC environments and to consider how to reach and support learners in different subgroups

Chrome Plug-in to Support SRL in MOOCs

Proceeding of: 6th European MOOCs Stakeholders Summit, EMOOCs 2019 Naples, Italy, May 20–22, 2019.Massive Open Online Courses (MOOCs) have gained popularity over the last years, offering a learning environment with new opportunities and challenges. These courses attract a heterogeneous set of participants who, due to the impossibility of personal tutorship in MOOCs, are required to create their own learning path and manage one’s own learning to achieve their goals. In other words, they should be able to self-regulate their learning. Self-regulated learning (SRL) has been widely explored in settings such as face-to-face or blended learning environments. Nevertheless, research on SRL in MOOCs is still scarce, especially on supporting interventions. In this sense, this document presents MOOCnager, a Chrome plug-in to help learners improve their SRL skills. Specifically, this work focuses on 3 areas: goal setting, time management and selfevaluation. Each area is included in one of the 3 phases composing Zimmerman’s SRL Cyclical Model. In this way, the plug-in aims to support enrolees’ self-regulation throughout their complete learning process. Finally, MOOCnager was uploaded to the Chrome Web Store, in order to get a preliminary evaluation with real participants from 6 edX Java MOOCs designed by the Universidad Carlos III de Madrid (UC3M). Results were not conclusive as the use of the plug-in by the participants was very low. However, learners seem to prefer a seamless tool, integrated in the MOOC platform, which is able to assist them without any learner-tool interaction.The authors acknowledge the eMadrid Network, funded by the Madrid Regional Government (Comunidad de Madrid) with grant No. P2018/TCS-4307. This work also received partial support from the Spanish Ministry of Economy and Competitiveness/Ministry of Science, Innovation, and Universities, Projects RESET (TIN2014-53199-C3-1-R) and Smartlet (TIN2017- 85179-C3-1-R), and from the European Commission through Erasmus+ projects COMPETENSEA (574212-EPP-1-2016-1-NL-EPPKA2-CBHE-JP), LALA (586120-EPP-1-2017-1-ESEPPKA2- CBHE-JP), and InnovaT (598758-EPP-1-2018-1-AT-EPPKA2-CBHE-JP).Publicad

Designing MOOCs for professional learners: Tools and patterns to encourage self-regulated learning

Employers are becoming aware of the potential of Massive Open Online Courses as a significant form of learning for work. MOOCs have the potential to transform professional learning, but require learners to be self-regulated. Most MOOCs are not designed in ways that encourage self-regulated learning. Therefore there is a need for design tools that can guide instructional designers and teachers in designing MOOCs that promote self-regulation. This paper presents two toolsets to guide MOOC design. MOOC-SRL patterns allow the sharing and reuse of MOOC designs that encourage self-regulation. These design patterns demonstrate ways in which courses can take advantage of the knowledge and expertise that professional learners bring to their formal learning experience, and highlight the importance of course design that engages professional learners and meets their individual needs. Second the MOOC-DTQ is an audit tool that guides instructional designers in pedagogic design decisions made at platform (macro) level as well as at course (micro) level. The tool enables instructional designers to question their design decisions and provides possible interventions that may improve their design. These tools were developed as part of a larger study funded by the Bill and Melinda Gates Foundation MOOC Research Initiative

A review on massive e-learning (MOOC) design, delivery and assessment

MOOCs or Massive Online Open Courses based on Open Educational Resources (OER) might be one of the most versatile ways to offer access to quality education, especially for those residing in far or disadvantaged areas. This article analyzes the state of the art on MOOCs, exploring open research questions and setting interesting topics and goals for further research. Finally, it proposes a framework that includes the use of software agents with the aim to improve and personalize management, delivery, efficiency and evaluation of massive online courses on an individual level basis.Peer ReviewedPostprint (author's final draft