Exploring the Link between Self-Regulated Learning and Learner Behaviour in a Massive Open Online Course

Autor/inn/en	Jansen, Renée S.; Leeuwen, Anouschka; Janssen, Jeroen; Kester, Liesbeth
Titel	Exploring the Link between Self-Regulated Learning and Learner Behaviour in a Massive Open Online Course
Quelle	In: Journal of Computer Assisted Learning, 38 (2022) 4, S.993-1004 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jansen, Renée S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12675
Schlagwörter	Student Behavior; Learning Processes; Online Courses; Personal Autonomy; Self Control; Profiles + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Learning process; Lernprozess; Online course; Online-Kurs; Individuelle Autonomie; Selbstbeherrschung; Charakterisierung; Profilanalyse
Abstract	Background: Learners in Massive Open Online Courses (MOOCs) are presented with great autonomy over their learning process. Learners must engage in self-regulated learning (SRL) to handle this autonomy. It is assumed that learners' SRL, through monitoring and control, influences learners' behaviour within the MOOC environment (e.g., watching videos). The exact relationship between SRL and learner behaviour has however not been investigated. Objectives: We explored whether differences in SRL are related to differences in learner behaviour in a MOOC. As insight in this relationship could improve our understanding of the influence of SRL on behaviour, could help explain the variety in online learner behaviour, and could be useful for the development of successful SRL support for learners. Methods: MOOC learners were grouped based on their self-reported SRL. Next, we used process mining to create process models of learners' activities. These process models were compared between groups of learners. Results and conclusions: Four clusters emerged--average regulators, help seekers, self-regulators, and weak regulators. Learners in all clusters closely followed the designed course structure. However, the process models also showed differences which could be linked to differences in the SRL scores between clusters. Takeaways: The study shows that SRL may explain part of the variability in online learner behaviour. Implications for the design of SRL interventions include the necessity to integrate support for weak regulators in the course structure. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01