ABSTRACT

The management of self-directed learning is especially critical for massive open online course (MOOC) learners. This mixed-method study investigated MOOC instructors’ strategies to facilitate learners’ self-management skills for SDL. The study used three data sources: (a) an online survey with 198 MOOC instructors; (b) semi-structured interviews with 22 participants (the primary data source); and (c) document reviews of 22 MOOCs. The quantitative data were analyzed using descriptive statistics, and the qualitative data were analyzed using content analysis. The study findings indicate that MOOC instructors facilitated learners’ self-management skills from four perspectives: the enactment of learning goals (e.g., explanations and appreciation of students’ learning goals); time management (e.g., providing time frames, progress indicators, and short learning units); management of resources and support (e.g., flexible learning resources, peer assessments, and accessibilities); and navigation (e.g., clear organization and video tutorials on navigating the MOOC). The paper discusses the implications for researchers and practitioners.

摘要

自主学习的管理对于大规模开放在线课程 (MOOC) 学习者尤其重要。这项混合方法研究调查了 MOOC 教师促进学习者 SDL 自我管理技能的策略。该研究使用了三个数据来源：(a) 对 198 名 MOOC 教师的在线调查；(b) 对 22 名参与者进行的半结构化访谈（主要数据来源）；(c) 对 22 个 MOOC 的文件审查。定量数据采用描述性统计分析，定性数据采用内容分析。研究结果表明，MOOC 教师从四个方面促进了学习者的自我管理技能：学习目标的制定（例如，对学生学习目标的解释和欣赏）；时间管理（例如，提供时间框架、进度指标、和短期学习单元）；资源和支持的管理（例如，灵活的学习资源、同行评估和可访问性）；和导航（例如，关于导航 MOOC 的清晰组织和视频教程）。本文讨论了对研究人员和从业人员的影响。