The proliferation of Massive Open Online Courses (MOOCs) and other forms of informal online learning has created many opportunities for learning outside of the formal educational structure and reshaped how people learn and work. Research suggests that the flexibility and lack of learner-support structures that are typically in place in traditional learning environments indicates that learners’ motivational beliefs and Self-Regulated Learning (SRL) strategies become critical for learners’ success and persistence in these new learning environments. However, according to recent research, not all learners possess the knowledge management and self-regulatory skills to effectively customize and manage the learning experience they want. Although SRL has been extensively examined in the context of formal online learning and has been linked to an increase in learners’ achievement and persistence, it has not been investigated thoroughly within the context of informal learning settings such as MOOCs. The current empirical study adds to the literature at the intersection of SRL in informal online learning settings such as MOOCs and participants’ achievement of self-set goals. Specifically, this study used the social cognitive framework of SRL (Pintrich, 1995; Zimmerman, 2000) to explore the relations between MOOC learners’ motivational beliefs (i.e. goal orientation, online learning self-efficacy, and online learning task value), use of SRL strategies (i.e. time management, effort regulation, peer learning, and help seeking), and self-reported persistence to goals while taking into account the unique characteristics that distinguish MOOCs as a learning environment from formal online courses as well as MOOC participants’ needs and learning experience compared to that of traditional students.
Kewywords: MOOCs, Massive Open Online Courses, Self-Regulated Learning, SRL, Informal Learning Environments.
References:
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