The Relationships Between Motivation and Self-Regulated Learning Strategies in MOOCs

• In Event: 67.051 - MOOCs: Pedagogies, Participation, and Perspectives

Abstract

This study examined the relationships between motivation and the use of self-regulated learning strategies by MOOC learners from a social cognitive perspective. Three hundred participants who enrolled in two different subject MOOCs completed surveys measuring their self-efficacy beliefs, task value, and self-regulated learning strategies. The results of correlational analysis showed that there was a positive relationship between self-efficacy and use of self-regulated learning strategies in two different subject MOOCs. Also, task value was positively related to use of self-regulated learning strategies. There was a statistically significant difference in the use of self-regulated learning strategies between learners who possess high self-efficacy beliefs and those who possess low self-efficacy beliefs.

Authors

• Daeyeoul Lee, Purdue University

• Sunnie Lee Watson, Purdue University

• William R. Watson, Purdue University