On the path to self-determined learning: a mixed methods study of learners' attributes and strategies to learn in language MOOCs

Abstract

In this study, we employ heutagogy (self-determined learning) to learn about autonomous learning characteristics of language MOOC learners using an embedded correlational mixed methods design. We administered quantitative and qualitative questionnaires to learners in two Italian language MOOCs offered by Wellesley College on the edX platform. We measured how four heutagogical attributes (self-efficacy, self-reflection, insight and internet skills) predict self-directed learning readiness in three different learner cohorts (high, moderate and low self-determined learners), and learners' capability level. We also discuss learners' preferred activity types for foreign language acquisition as revealed by the qualitative survey. We found that most learners are moderate or low self-determined learners and we observed statistically significant differences among the three groups in how the heutagogical attributes predict self-directed learning readiness. Moreover, learners showed a certain level of capability, and a preference for a relatively structured and traditional way of learning while, at the same time, expressing a need to improve their communicative competences.