Abstract The limited instructional support in Massive Open Online Courses (MOOCs) inherently demands learners to self-regulate their learning. MOOC research shows that learners are more successful when they engage in self-regulated learning (SRL) behaviors such as planning what to study and reviewing study materials. However, many learners struggle with SRL. In this study, we examined the effect of two types of SRL prompts (i.e., questions or a combination of questions and recommendations) on SRL activities, course engagement, and performance in MOOCs. Learners either received questions supporting SRL, questions supporting SRL followed by recommendations, or neither questions supporting SRL nor recommendations. Log data was used to examine learners’ behavior in the MOOCs. Results showed the SRL prompts, in general, are effective in enhancing SRL-related activities and course engagement. However, the effectiveness of the SRL prompts may be influenced by the complexity of the MOOCs. The current study adds to the field of SRL by examining prompting as an approach to enhance SRL in MOOCs.

中文翻译：

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检查在大规模开放在线课程中使用提示促进自我调节学习

摘要 大规模开放在线课程 (MOOC) 中有限的教学支持本质上要求学习者自我调节学习。MOOC 研究表明，学习者在进行自我调节学习 (SRL) 行为（例如计划学习内容和查看学习材料）时会更成功。但是，许多学习者都在为 SRL 苦苦挣扎。在这项研究中，我们研究了两种 SRL 提示（即问题或问题和建议的组合）对 SRL 活动、课程参与度和 MOOC 表现的影响。学习者要么收到支持 SRL 的问题，要么收到支持 SRL 的问题，然后是建议，要么既不支持 SRL 也不支持建议。日志数据用于检查学习者在 MOOC 中的行为。结果显示 SRL 提示，一般来说，有效地加强与 SRL 相关的活动和课程参与。但是，SRL 提示的有效性可能会受到 MOOC 复杂性的影响。目前的研究通过检查提示作为增强 MOOC 中 SRL 的一种方法来增加 SRL 领域。