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

Producción científica: Capítulo del libro/informe/acta de congreso › Contribución a la conferencia › revisión exhaustiva

100 Citas (Scopus)

Resumen

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.

Idioma original	Inglés
Título de la publicación alojada	L@S 2016 - Proceedings of the 3rd 2016 ACM Conference on Learning at Scale
Editorial	Association for Computing Machinery, Inc
Páginas	101-104
Número de páginas	4
ISBN (versión digital)	9781450337267
DOI	https://doi.org/10.1145/2876034.2893378
Estado	Publicada - 25 abr. 2016
Evento	3rd Annual ACM Conference on Learning at Scale, L@S 2016 - Edinburgh, Reino Unido Duración: 25 abr. 2016 → 26 abr. 2016

Serie de la publicación

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

Conferencia

Conferencia	3rd Annual ACM Conference on Learning at Scale, L@S 2016
País/Territorio	Reino Unido
Ciudad	Edinburgh
Período	25/04/16 → 26/04/16

ODS de las Naciones Unidas

Este resultado contribuye a los siguientes Objetivos de Desarrollo Sostenible

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10.1145/2876034.2893378

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Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2016). Recommending self-regulated learning strategies does not improve performance in a MOOC. En 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.",

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Kizilcec, RF, Pérez-Sanagustín, M & Maldonado, JJ 2016, Recommending self-regulated learning strategies does not improve performance in a MOOC. En 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, Reino Unido, 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).

Producción científica: Capítulo del libro/informe/acta de congreso › Contribución a la conferencia › revisión exhaustiva

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AU - Kizilcec, René F.

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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.

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Kizilcec RF, Pérez-Sanagustín M, Maldonado JJ. Recommending self-regulated learning strategies does not improve performance in a MOOC. En 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

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