Context counts: How learners' contexts influence learning in a MOOC |
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Affiliation: | 2. NYU-Learning Analytics Research Network (NYU-LEARN), New York University, New York, NY 10003, United States of America |
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Abstract: | Massive Open Online Courses (MOOCs) require individual learners to self-regulate their own learning, determining when, how and with what content and activities they engage. However, MOOCs attract a diverse range of learners, from a variety of learning and professional contexts. This study examines how a learner's current role and context influences their ability to self-regulate their learning in a MOOC: Introduction to Data Science offered by Coursera. The study compared the self-reported self-regulated learning behaviour between learners from different contexts and with different roles. Significant differences were identified between learners who were working as data professionals or studying towards a higher education degree and other learners in the MOOC. The study provides an insight into how an individual's context and role may impact their learning behaviour in MOOCs. |
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Keywords: | Adult learning Professional learning Self-regulated learning MOOCs Online learning |
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