Learning in MOOCs: motivations and self-regulated learning in MOOCs

Littlejohn, A. , Hood, N., Milligan, C. and Mustain, P. (2016) Learning in MOOCs: motivations and self-regulated learning in MOOCs. Internet and Higher Education, 29, pp. 40-48. (doi: 10.1016/j.iheduc.2015.12.003)

Abstract

Massive open online courses (MOOCs) require individual learners to be able to self-regulate their learning, determining when and how they engage. However, MOOCs attract a diverse range of learners, each with different motivations and prior experience. This study investigates the self-regulated learning (SRL) learners apply in a MOOC, in particular focusing on how learners' motivations for taking a MOOC influence their behaviour and employment of SRL strategies. Following a quantitative investigation of the learning behaviours of 788 MOOC participants, follow-up interviews were conducted with 32 learners. The study compares the narrative descriptions of behaviour between learners with self-reported high and low SRL scores. Substantial differences were detected between the self-described learning behaviours of these two groups in five of the sub-processes examined. Learners' motivations and goals were found to shape how they conceptualised the purpose of the MOOC, which in turn affected their perception of the learning process.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Littlejohn, Professor Allison
• Authors: Littlejohn, A., Hood, N., Milligan, C., and Mustain, P.
• College/School: College of Social Sciences > School of Education
• Journal Name: Internet and Higher Education
• Publisher: Elsevier
• ISSN: 1096-7516
• ISSN (Online): 1873-5525
• Published Online: 11 December 2015