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Linked Open Data
Recommending self-regulated learning strategies does not improve performance in a MOOC
Identificadores del recurso
9781450337267
https://www.scopus.com/inward/record.uri?eid=2-s2.0-84970028909&doi=10.1145%2f2876034.2893378&partnerID=40&md5=1c9f76306c66f5b4f55eaa0da521bd49
http://dspace.ucuenca.edu.ec/handle/123456789/29140
10.1145/2876034.2893378
Procedencia
(LA Referencia)

Ficha

Título:
Recommending self-regulated learning strategies does not improve performance in a MOOC
Tema:
Massive Open Online Course
Self-Regulated Learning
Descripción:
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.
Edinburgh
Fuente:
L@S 2016 - Proceedings of the 3rd 2016 ACM Conference on Learning at Scale
reponame:Repositorio Universidad de Cuenca
instname:Universidad de Cuenca
instacron:UCUENCA
Idioma:
Autor/Productor:
Maldonado Mahauad, Jorge Javier
Editor:
ASSOCIATION FOR COMPUTING MACHINERY INC
Derechos:
info:eu-repo/semantics/openAccess
Fecha:
2018-01-11T16:47:31Z
2016-04-25
Tipo de recurso:
info:eu-repo/semantics/publishedVersion
info:eu-repo/semantics/article
Formato:
application/pdf
About:
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