Abstract
The research is financed by Chinese Production and Research Project (Project ID: 201901297003); Hubei Provincial Department of Education’s Research Project on Teaching Reform in Colleges and Universities (Project ID:2017376);Chinese University Students’ Project on Innovation and Entrepreneurship Project ID:S201913256032);Hubei Normal University’s Research Project on Teaching Reform (Project ID: 2019013). Abstract Over the last decade, much attention has been paid the effects of self-regulated learning (SRL) in massive open online courses (MOOCs). However, a systematic understanding of the topic is rather limited. This study drew a general outline of important factors affecting the SRL in MOOCs. The study summarizes two important SRL modes as the theoretical basis. Then, the study analyses the motivational, metacognitive and cognitive regulation strategies, and behavioural regulation strategies which affect SRL in MOOCs. Finally, suggestions for future research in MOOCs are offered. Keywords: self-regulated learning , MOOCs, mode , SRL strategies DOI: 10.7176/JEP/11-8-02 Publication date: March 31 st 2020
Highlights
Massive Open Online Courses (MOOCs) are a rapidly growing mode of educational provision, holding the potential to open up access to world class teaching and educational resources beyond geographical and social boundaries
Littlejohn (2016) found that participants who were working as data professionals had high self-efficacy scores in the Self-Regulated Learning at Work Questionnaire (SRLWQ)
This systematic review describes the current state of research on SRL in MOOCs
Summary
Massive Open Online Courses (MOOCs) are a rapidly growing mode of educational provision, holding the potential to open up access to world class teaching and educational resources beyond geographical and social boundaries. Self-regulated Learners can be defined as students who are proactive in their efforts to learn because they are aware of their strengths and limitations and they are guided by personally set goals and task-related strategies (Zimmerman, 2002) These learners monitor their behaviours and self-reflect on their achievements. 3.2 Pintrich’s component-oriented SRL model Pintrich (2000) defined SRL is as "an active, constructive process whereby learners set goals for their learning and attempt to monitor, regulate, and control their cognition, motivation, and behaviour, guided and constrained by their goals and the contextual features in the environment (p.451). The self-regulatory processes have four phases: (1) planning and activation, (2) monitoring, (3) control and (4) reaction and reflection These phases are overlapped by four components: (1) cognition, (2) motivation, (3) behaviour and (4) context, under which interactions are produced as learners’ progress and employ particular self-regulating processes to complete a set learning task
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