Context counts: how learners' contexts influence learning in a MOOC

Hood, N., Littlejohn, A. and Milligan, C. (2015) Context counts: how learners' contexts influence learning in a MOOC. Computers and Education, 91, pp. 83-91. (doi: 10.1016/j.compedu.2015.10.019)

Abstract

Massive Open Online Courses (MOOCs) require individual learners to self-regulate their own learning, determining when, how and with what content and activities they engage. However, MOOCs attract a diverse range of learners, from a variety of learning and professional contexts. This study examines how a learner's current role and context influences their ability to self-regulate their learning in a MOOC: Introduction to Data Science offered by Coursera. The study compared the self-reported self-regulated learning behaviour between learners from different contexts and with different roles. Significant differences were identified between learners who were working as data professionals or studying towards a higher education degree and other learners in the MOOC. The study provides an insight into how an individual's context and role may impact their learning behaviour in MOOCs.

• Item Type: Articles
• Keywords: Adult learning, professional learning, self-regulated learning, MOOCs, online learning.
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Littlejohn, Professor Allison
• Authors: Hood, N., Littlejohn, A., and Milligan, C.
• College/School: College of Social Sciences > School of Education
• Journal Name: Computers and Education
• Publisher: Elsevier
• ISSN: 0360-1315
• ISSN (Online): 1873-782X
• Published Online: 28 October 2015