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Self-Regulated Learning Strategies and Learning Retention in MOOC
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Abstract
There
has been a
rapid growth in the number of learning institutions offering Massive Open Online Courses
(MOOC)
globally
,
and Malaysia is no exception.
Malaysia MOOC started in 2014
initiated by Ministry of
Education Malaysia
and since then many MOOCs were developed to support globalized online learning,
which include discipline
-
related courses (such as Web Programming, Instr
uctional Design or Water
Engineering) or self
-
learning courses (such as Cooking 101).
However, the high dropout rate and low
students’ retention in
Malaysia’s
MOOCs
remain a critical issue. In a MOOC environment
,
self
-
motivation
and goal setting are
essent
ial because they help
students
with
self
-
regulate
d
learning.
As a result, s
elf
-
regulated students are more likely to stay and complete the course. Although there are studies investigating
students’ self
-
regulated learning strategies in MOOC, not many
of these studies
identify the role of self
-
regulated learning for MOOC
.
Therefor
e, t
his research is an exploratory study to investigate the role of self
-
regulated strategies on
participants
’
learning retention in MOOC
via
a set of questionnaire
s
and learning
analytics data. This study found that
participants
value “Task Interest” “Ela
boration” and “Interest
Enhancement” as SRL strategies in MOOC. Although there is no significant relationship between SRL
strategies and learning retention in MOOC (p > 0.05), this study supports previous findings that
participants
who are aware of their S
RL strategies
possess better learning
retention in MOOC.
However, it was found
that high SRL
assisted participants to improve their learning experience, but it did not guarantee to boost
learning retention in MOOC//Paper ID 45
Country
Malaysia
Region
Pan-Commonwealth
DOI
URI
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Date
2019-09
Author
ORCID
Corporate Author
Editor
Publisher
Commonwealth of Learning (COL)