Igniting the Massive Population Potential: The Role of Self-Regulated Learning in Student Achievement in MOOCs

• In Event: Paper Session: Innovations in Online Instruction

Abstract

Despite the huge potential for improving public education, the low completion rates of Massive Open Online Courses (MOOCs) have been of concern to many higher education institutions that offer them. The present study investigated the impact of Self-Regulated Learning (SRL) on students’ completion of MOOCs. Six-hundred-forty-six students were surveyed using the Online Self-Regulated Learning Questionnaire (OSLQ). ANOVA analysis of the data found that five subscales – goal setting, environment structuring, time management, help seeking, and self-evaluation – had significant impacts on MOOC completion. The findings from this study provide early evidence and support of the impact of SRL on students’ completion of MOOCs, and could help course designers and instructors in improving the design and delivery of their MOOCs.

Authors

• Erwin Handoko, University of Houston

• Bernard R. Robin, University of Houston

• Sara G. Mcneil, University of Houston

• Susie Gronseth, University of Houston

• Trang Phan, California State University, Fresno

• Haoyue Zhang, University of Houston