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)
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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 |
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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 |
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