Self-Regulated Learning in Massive Online Open Courses: A State-of-the-Art Review

Jhoni Ceron,Jairo Quintero,Silvia Baldiris,Rainer Rubira Garcia,Sabine Graf,Luis De La Fuente Valentin,Gloria Liliana Velez Saldarriaga

doi:10.1109/access.2020.3045913

Abstract

Self-regulated learning (SRL) is a cyclical process through which individuals plan their objectives, execute them and self-evaluate their own behavior so as to obtain their proposed goals. SRL has been investigated by different authors such as Zimmerman, Boekaerts, Winne and Hadwin, Pintrich, Efklides and Hadwin, Järvelä and Miller and it's being applied in learning environments. This systematic review describes the current state of the art in terms of the support for SRL in Massive Online Open courses (MOOC) using technologies based on psychological models. 66 studies conducted between 2010 and 2020 were analyzed by searching three multidisciplinary databases: Scopus, Web of Science and Google Scholar. The review methodology steps were the review planning, the search, literature analysis and the results report. Results show SRL in MOOCs is an emerging study area incentivized by the high dropout rate of the participants in MOOC. Regarding models of SRL, the most representative author reported was identified as Zimmerman. The most prominent self-regulation strategies used by MOOCs participants are: Goal setting, Help Seeking, Time management, Self-evaluation and Strategic planning. The platforms with research on SRL in MOOCs that stand out are Coursera, Edx, Open Edx and Moodle. We identified tools which have been developed to support SRL in MOOC and a set of good practices useful to support SLR that can be used by MOOC designers and tutors. Finally, a series of open problems and challenges that could lead to new research on the topic of SRL in MOOCs have been identified.

Highlights

The word Massive Online Open courses (MOOC) was coined by Dave Cormier in 2008 [1] and represents the acronym of Massive Open Online Courses
The results showed that help seeking was more frequent in traditional learning and was the only Self-regulated learning (SRL) strategy that was significantly related to MOOC students’ scores on programming tasks
This section describes the findings organized according to each research question, showing the results obtained from the coding performed, considering the categories established in the planning section of the review with respect to each research sub-question (RQ)

Summary

Introduction

The word MOOC was coined by Dave Cormier in 2008 [1] and represents the acronym of Massive Open Online Courses. As a result of the aforementioned, various lines of research in the field of MOOCs have been created as an object of study, among which the following stand out: specification of the MOOCs creation processes [5]–[7], gamification as a didactic strategy in MOOCs [8], conversational agents in MOOCs [9]–[11], the evaluation of the quality of MOOCs [12], the analysis of various types of interaction of the participants [13]–[15], accessibility in the contents. J. Cerón et al.: Self-Regulated Learning in Massive Online Open Courses: A State-of-the-Art Review of the MOOCs [16], as well as support for self-regulated learning [17]–[19]

Methods

Results

Discussion

Conclusion