Self-Regulated Learning Strategies and Learning Retention in MOOC

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