Recommending self-regulated learning strategies does not improve performance in a MOOC

René F. Kizilcec; Mar Pérez-Sanagustín; Jorge J. Maldonado

doi:10.1145/2876034.2893378

Recommending self-regulated learning strategies does not improve performance in a MOOC

René F. Kizilcec
, Mar Pérez-Sanagustín
, Jorge J. Maldonado

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

102 Scopus citations

Abstract

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 17 highly successful learners about their 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 the 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.

Original language	English
Title of host publication	L@S 2016 - Proceedings of the 3rd 2016 ACM Conference on Learning at Scale
Publisher	Association for Computing Machinery, Inc
Pages	101-104
Number of pages	4
ISBN (Electronic)	9781450337267
DOIs	https://doi.org/10.1145/2876034.2893378
State	Published - 25 Apr 2016
Event	3rd Annual ACM Conference on Learning at Scale, L@S 2016 - Edinburgh, United Kingdom Duration: 25 Apr 2016 → 26 Apr 2016

Publication series

Name	L@S 2016 - Proceedings of the 3rd 2016 ACM Conference on Learning at Scale

Conference

Conference	3rd Annual ACM Conference on Learning at Scale, L@S 2016
Country/Territory	United Kingdom
City	Edinburgh
Period	25/04/16 → 26/04/16

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being

Keywords

Massive Open Online Course
Self-regulated learning

Access to Document

10.1145/2876034.2893378

Cite this

Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2016). Recommending self-regulated learning strategies does not improve performance in a MOOC. In L@S 2016 - Proceedings of the 3rd 2016 ACM Conference on Learning at Scale (pp. 101-104). (L@S 2016 - Proceedings of the 3rd 2016 ACM Conference on Learning at Scale). Association for Computing Machinery, Inc. https://doi.org/10.1145/2876034.2893378

Kizilcec, René F. ; Pérez-Sanagustín, Mar ; Maldonado, Jorge J. / Recommending self-regulated learning strategies does not improve performance in a MOOC. L@S 2016 - Proceedings of the 3rd 2016 ACM Conference on Learning at Scale. Association for Computing Machinery, Inc, 2016. pp. 101-104 (L@S 2016 - Proceedings of the 3rd 2016 ACM Conference on Learning at Scale).

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title = "Recommending self-regulated learning strategies does not improve performance in a MOOC",

abstract = "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 17 highly successful learners about their 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 the 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.",

keywords = "Massive Open Online Course, Self-regulated learning",

author = "Kizilcec, \{Ren{\'e} F.\} and Mar P{\'e}rez-Sanagust{\'i}n and Maldonado, \{Jorge J.\}",

year = "2016",

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note = "3rd Annual ACM Conference on Learning at Scale, L@S 2016 ; Conference date: 25-04-2016 Through 26-04-2016",

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Kizilcec, RF, Pérez-Sanagustín, M & Maldonado, JJ 2016, Recommending self-regulated learning strategies does not improve performance in a MOOC. in L@S 2016 - Proceedings of the 3rd 2016 ACM Conference on Learning at Scale. L@S 2016 - Proceedings of the 3rd 2016 ACM Conference on Learning at Scale, Association for Computing Machinery, Inc, pp. 101-104, 3rd Annual ACM Conference on Learning at Scale, L@S 2016, Edinburgh, United Kingdom, 25/04/16. https://doi.org/10.1145/2876034.2893378

Recommending self-regulated learning strategies does not improve performance in a MOOC. / Kizilcec, René F.; Pérez-Sanagustín, Mar; Maldonado, Jorge J.
L@S 2016 - Proceedings of the 3rd 2016 ACM Conference on Learning at Scale. Association for Computing Machinery, Inc, 2016. p. 101-104 (L@S 2016 - Proceedings of the 3rd 2016 ACM Conference on Learning at Scale).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

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AU - Kizilcec, René F.

AU - Pérez-Sanagustín, Mar

AU - Maldonado, Jorge J.

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Y1 - 2016/4/25

N2 - 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 17 highly successful learners about their 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 the 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.

AB - 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 17 highly successful learners about their 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 the 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.

KW - Massive Open Online Course

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Kizilcec RF, Pérez-Sanagustín M, Maldonado JJ. Recommending self-regulated learning strategies does not improve performance in a MOOC. In L@S 2016 - Proceedings of the 3rd 2016 ACM Conference on Learning at Scale. Association for Computing Machinery, Inc. 2016. p. 101-104. (L@S 2016 - Proceedings of the 3rd 2016 ACM Conference on Learning at Scale). doi: 10.1145/2876034.2893378

Recommending self-regulated learning strategies does not improve performance in a MOOC

Abstract

Publication series

Conference

UN SDGs

Keywords

Access to Document

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