Recommending Self-Regulated Learning Strategies Does Not Improve Performance in a MOOC


Many committed learners struggle to achieve their goal of completing a Massive Open Online Course (MOOC). This work investigates self-regulated learning (SRL) in MOOCs and tests if encouraging the use of SRL strategies can improve course performance. We asked a group of 17 highly successful learners about their own strategies for how to succeed in a MOOC. Their responses were coded based on a SRL framework and synthesized into seven recommendations. In a randomized experiment, we evaluated the effect of providing those recommendations to learners in the same course (N = 653). Although most learners rated the study tips as very helpful, the intervention did not improve course persistence or achievement. Results suggest that a single SRL prompt at the beginning of the course provides insufficient support. Instead, embedding technological aids that adaptively support SRL throughout the course could better support learners in MOOCs.

DOI: 10.1145/2876034.2893378

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@inproceedings{Kizilcec2016RecommendingSL, title={Recommending Self-Regulated Learning Strategies Does Not Improve Performance in a MOOC}, author={Ren{\'e} F. Kizilcec and Mar P{\'e}rez-Sanagust{\'i}n and Jorge J. Maldonado}, booktitle={L@S}, year={2016} }