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Characterizing Learners’ Engagement in MOOCs: An Observational Case Study Using the NoteMyProgress Tool for Supporting Self-Regulation
IEEE Transactions on Learning Technologies ( IF 3.7 ) Pub Date : 2020-06-17 , DOI: 10.1109/tlt.2020.3003220
Ronald Antonio Perez-Alvarez , Jorge Maldonado-Mahauad , Kshitij Sharma , Diego Sapunar-Opazo , Mar Perez-Sanagustin

Recent research shows that learners who are able to self-regulate their learning show greater levels of engagement with massive open online course (MOOC) content. To improve support for learners in their self-regulatory processes, researchers have proposed technological solutions to transform recorded MOOC data into actionable knowledge. However, studies providing empirical evidence on how these solutions impact learners’ engagement with the course and their self-regulatory behavior remain scarce. In this article, we present the results of an observational case study in which NoteMyProgress (NMP), a web-based tool designed to support learners’ self-regulation in MOOCs, is applied as an intervention in two MOOCs. The main aim of this article is to provide insights into how the support of learners’ self-regulated learning (SRL) strategies correlates with course engagement. We performed the evaluation using a sample of 263 learners and utilized distinct data sources in order to propose indicators for learners’ engagement with the course and NMP. Results show a positive correlation between learners’ final grades with NMP functionalities that support goal setting, organization (note taking), and self-reflection (social comparison) SRL strategies. Furthermore, we found no significant behavioral differences in how learners with low SRL and high SRL profiles engage with the course or NMP. Finally, we discuss how these results relate to prior work and the implications for future technological solutions that seek to promote engagement in MOOCs.

中文翻译:

表征学习者在MOOC中的参与度:使用NoteMyProgress工具支持自我调节的观察性案例研究

最近的研究表明,能够自我调节学习的学习者对大规模开放在线课程(MOOC)内容的参与程度更高。为了提高对学习者自我调节过程的支持,研究人员提出了一些技术解决方案,可将记录的MOOC数据转化为可操作的知识。但是,尚缺乏有关这些解决方案如何影响学习者对课程的参与以及他们的自我调节行为的经验证据。在本文中,我们介绍了一个观察性案例研究的结果,在该案例中,NoteMyProgress(NMP)是一种基于网络的工具,旨在支持学习者在MOOC中的自我调节,被用作两个MOOC的干预措施。本文的主要目的是提供洞察力,以了解学习者的自我调节学习(SRL)策略的支持如何与课程参与度相关联。我们使用263名学习者的样本进行了评估,并利用了不同的数据源,以提出学习者参与课程和NMP的指标。结果显示,学习者的最终成绩与支持目标设定,组织(笔记)和自我反思(社会比较)SRL策略的NMP功能之间存在正相关。此外,我们发现低SRL和高SRL配置文件的学习者在与课程或NMP互动的方式上没有明显的行为差异。最后,我们讨论了这些结果如何与先前的工作相关,以及对试图促进MOOC参与的未来技术解决方案的影响。
更新日期:2020-06-17
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