The aim of this paper is to track down elements of self-regulated learning in a massive open online course regarding social capital. Specifically, the study is oriented to explore the relationship between feeling of belonging to an online community and individual and collective regulation of learning. For this aim, a combination of two already tested scales was operated, adapted for the research interests of this study and administered to a sample of MOOC participants. Several structural equation modelling analyses demonstrate that co- and self-regulated learning strategies lead to MOOC achievement (final exam score), and social capital is only a moderator of co-regulated learning (collective evaluation of content and collective decision-making) but not for self-regulated learning (individual environment control).

本文的目的是在关于社会资本的大规模开放在线课程中追踪自我调节学习的要素。具体而言，该研究旨在探索网络社区归属感与个人和集体学习调节之间的关系。为此，结合了两个已经测试过的量表，针对本研究的研究兴趣进行了调整，并对 MOOC 参与者的样本进行了管理。几个结构方程模型分析表明，共同和自我调节的学习策略会导致 MOOC 成绩（期末考试成绩），而社会资本只是共同调节学习（内容的集体评估和集体决策）的调节剂，而不是用于自我调节学习（个人环境控制）。