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How health professionals regulate their learning in massive open online courses
Colin Milligan1, Allison Littlejohn1
1Caledonian Academy, Glasgow Caledonian University, Glasgow G4 0BA, United Kingdom.
The Internet and Higher Education
|December 9, 2016
Summary
Professionals use varied self-regulation strategies in Massive Open Online Courses (MOOCs), impacting their learning. Understanding these strategies can improve MOOC design for diverse learners.
Area of Science:
- Online Education
- Adult Learning
- Self-Regulated Learning
Background:
- Massive Open Online Courses (MOOCs) often assume learner autonomy.
- Learners in MOOCs exhibit diverse self-regulation abilities and motivations.
- Understanding professional self-regulation in MOOCs is crucial for effective course design.
Purpose of the Study:
- To investigate how professionals self-regulate their learning within a MOOC.
- To identify specific self-regulatory processes employed by adult learners in online courses.
Main Methods:
- Qualitative study using narrative descriptions from interviews.
- Examined 35 participants of the 'Fundamentals of Clinical Trials' MOOC.
- Focused on goal-setting, self-efficacy, learning strategies, and help-seeking behaviors.
Main Results:
- Professionals demonstrated varied goal-setting and task strategies.
- Self-efficacy levels influenced learning approaches.
- Help-seeking behaviors were diverse, indicating different support needs.
- Insights into the enactment of self-regulatory processes were gathered.
Conclusions:
- Professional self-regulation in MOOCs is complex and multifaceted.
- Identified self-regulatory processes offer opportunities for pedagogical improvements.
- Technical and instructional design of MOOCs can be enhanced to better support diverse learners.
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