TY - JOUR
T1 - Exploring sequences of learner activities in relation to self-regulated learning in a massive open online course
AU - Wong, J.
AU - Khalil, M.
AU - Baars, M.
AU - de Koning, B.B.
AU - Paas, F.
PY - 2019
Y1 - 2019
N2 - Self-regulated learning (SRL) refers to how learners steer their own learning. Supporting SRL has been shown to enhance the use of SRL strategies and learning performance in computer-based learning environments. However, little is known about supporting SRL in Massive Open Online Courses (MOOCs). In this study, weekly SRL prompts were embedded as videos in a MOOC. We employed a sequential pattern mining algorithm, Sequential Pattern Discovery using Equivalence classes (cSPADE), on gathered log data to explore whether differences exist between learners who viewed the SRL-prompt videos and those who did not. Results showed that SRL-prompt viewers interacted with more course activities and completed these activities in a more similar sequential pattern than non SRL-prompt viewers. Also, SRL-prompt viewers tended to follow the course structure, which has been identified as a behavioral characteristic of students who scored higher on SRL (i.e., comprehensive learners) in previous research. Based on the results, implications for supporting SRL in MOOCs are discussed.
AB - Self-regulated learning (SRL) refers to how learners steer their own learning. Supporting SRL has been shown to enhance the use of SRL strategies and learning performance in computer-based learning environments. However, little is known about supporting SRL in Massive Open Online Courses (MOOCs). In this study, weekly SRL prompts were embedded as videos in a MOOC. We employed a sequential pattern mining algorithm, Sequential Pattern Discovery using Equivalence classes (cSPADE), on gathered log data to explore whether differences exist between learners who viewed the SRL-prompt videos and those who did not. Results showed that SRL-prompt viewers interacted with more course activities and completed these activities in a more similar sequential pattern than non SRL-prompt viewers. Also, SRL-prompt viewers tended to follow the course structure, which has been identified as a behavioral characteristic of students who scored higher on SRL (i.e., comprehensive learners) in previous research. Based on the results, implications for supporting SRL in MOOCs are discussed.
UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85066833757&partnerID=MN8TOARS
U2 - 10.1016/j.compedu.2019.103595
DO - 10.1016/j.compedu.2019.103595
M3 - Article
SN - 0360-1315
JO - Computers and Education
JF - Computers and Education
M1 - 103595
ER -