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Towards a Conceptual Framework to Scaffold Self-regulation in a MOOC [chapter]

Gorgoumack Sambe, François Bouchet, Jean-Marc Labat
2018 Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering  
We present a conceptual framework to promote self-regulated learning in a MOOC.  ...  MOOCs are part of the ecosystem of self-learning for which self-regulation is one of the pillars. Weakness of self-regulation skills is one of the key factors that contribute to dropout in a MOOC.  ...  Conclusion and perspective In this article, we introduced a conceptual framework generic enough to be seen as a tool for promoting SRL in a self-learning context, but particularly in a MOOC.  ... 
doi:10.1007/978-3-319-72965-7_23 fatcat:2nk26dzl2rbfbp4obei3fbnmlu

Editorial - Volume 21, Issue 3

Constance Blomgren
2020 International Review of Research in Open and Distance Learning  
L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.  ...  Read the study's results in "The Influence of Successful MOOC Learners' Self-Regulated Learning sixth research article, Yang, Su, and Bradley applied Rasch analysis for evaluation and validation of the  ...  The results of this study, "A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education," will be of interest to instructional designers and the many educators who are now pivoting to  ... 
doi:10.19173/irrodl.v21i3.5174 fatcat:gr75bbsyyrgcnleg37xfvladca

Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas

Kelsey L. O'Brien, Michele Forte, Thomas P. Mackey, Trudi E. Jacobson
2017 Open Praxis  
This article examines metaliteracy as a pedagogical model that leverages the assets of MOOC platforms to enhance self-regulated and self-empowered learning.  ...  The metaliteracy MOOCs pushed against the dominant trends of lecture-based, automated MOOC design towards a more learner-centered pedagogy that aligns with key components of metaliteracy.  ...  self-regulated and self-directed learning in MOOCs.  ... 
doi:10.5944/openpraxis.9.3.553 fatcat:576evrrfwnf3fhnz3gojiyq5py

Research trends in measurement and intervention tools for self-regulated learning for e-learning environments—systematic review (2008–2018)

Eric Araka, Elizaphan Maina, Rhoda Gitonga, Robert Oboko
2020 Research and Practice in Technology Enhanced Learning  
For the last one decade, research in self-regulated learning (SRL) and educational psychology has proliferated.  ...  This review sought to outline recent advances and the trends in this area to make it more efficient for researchers to establish the empirical studies and research patterns among different studies in the  ...  When it comes to actual measurement and provision of scaffolds, there is no defined framework to follow for guidelines.  ... 
doi:10.1186/s41039-020-00129-5 fatcat:oboaq3ewf5c7lmpnqltplj2kqa

Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015)

Aras Bozkurt, Ela Akgün-Özbek, Olaf Zawacki-Richter
2017 International Review of Research in Open and Distance Learning  
The discourse in MOOC articles takes a mostly neutral standpoint, articles with a positive outlook outweigh those that are negative, and there is an increase in a more critical discourse.  ...  <p class="3">To fully understand the phenomenon of massive open online courses (MOOCs), it is important to identify and map trends and patterns in research on MOOCs.  ...  Supposing that MOOC participants are self-directed, self-regulated learners does not mean that these processes are free from management and organization processes.  ... 
doi:10.19173/irrodl.v18i5.3080 fatcat:vhlhdea2cnep5agezp7vpdgd6q

MOOCs Lack Interactivity and Collaborativeness: Evaluating MOOC Platforms

Dilrukshi Gamage, Indika Perera, Shantha Fernando
2020 International Journal of Engineering Pedagogy (iJEP)  
Evaluation criteria were derived us-ing previous frameworks and evaluations were conducted using 10 participants. Based on each criterion a matrix was formed with a weight to compare results.  ...  Massive open online courses (MOOCs) have considered to be a potential to disseminate engineering education at scale.  ...  We highlight two tools which provide criteria to evaluate a course in a MOOC platform. These tools were empirically tested and validated to evaluate than many other conceptual frameworks.  ... 
doi:10.3991/ijep.v10i2.11886 fatcat:h27244avtba4lc7v4iplgxrspm

A Systematic Mapping Study of the Empirical MOOC Literature

Rasheed Abubakar Rasheed, Amirrudin Kamsin, Nor Aniza Abdullah, Abubakar Zakari, Khalid Haruna
2019 IEEE Access  
As such, a systematic mapping methodology was adopted to provide a fine-grain overview of MOOC research domain by identifying the quantity, types of research, available results and publication trends in  ...  educational aspects of MOOCs from 2009 to 2018.  ...  In addition, future research should examine the possibility of stimulating learners' self-regulation behavior through external scaffolds e.g. integrating social identity groups.  ... 
doi:10.1109/access.2019.2938561 fatcat:6rpnf3gxszhplkbqvoqufnasw4

The PERLA Framework: Blending Personalization and Learning Analytics

Mohamed Amine Chatti, Arham Muslim
2019 International Review of Research in Open and Distance Learning  
There is a need to shift from one-size-fits-all systems to personalized learning environments that give control to the learners.  ...  The main aim of the PERLA framework is to guide the systematic design and development of effective indicators for personalized learning.  ...  Nussbaumer, Hillemann, Gütl, and Albert (2015) also note that LA can provide personalized scaffolds that assist learners in a self-regulated manner.  ... 
doi:10.19173/irrodl.v20i1.3936 fatcat:jbi3qmkmzzcgrainyj7ajzrx2e

Instructor Perceptions of Quality Learning in MOOCs They Teach

Jacob H. Askeroth, Jennifer C. Richardson
2019 Online Learning  
The findings from this study suggest that instructors do believe that quality learning can take place within a MOOC and is often accomplished through social constructivism and self-regulated learning approaches  ...  Discussions, dialogues, negotiations, collaborations as well as learners accomplishing their intended goals in the course were all considered to be manifestations of quality learning in a MOOC.  ...  Acknowledgments We appreciate the willingness of the MOOC instructors to participate in the interviews in this case study and offer their candid responses.  ... 
doi:10.24059/olj.v23i4.2043 fatcat:kiizbjl3hvhipnpbibu3mz7mry

Frameworks for mass collaboration, adaptable scripts, complex systems theory, and collaborative writing

Sten Ludvigsen, Nancy Law, Carolyn P. Rose, Gerry Stahl
2017 International Journal of Computer-Supported Collaborative Learning  
A major focus of research in MOOCs has focused on technical innovations.  ...  Adaptable scripting for self-regulation The paper by Xinghua Wang, Ingo Kollar, and Karsten Stegman takes the research regarding scripts and scripting to a new level.  ... 
doi:10.1007/s11412-017-9257-7 fatcat:vlmpllnoanbvjps5dwknyer7b4

Designing a Self-Paced Learning Experience to Support Learner Self-Regulation

Jennifer Shirk
2020 Journal of Teaching and Learning with Technology  
This reflective paper examines how course designers utilized multiple frameworks for motivation and educational psychology to support learner self-regulation in an open, self-paced learning experience.  ...  The paper concludes with a summary of design decisions that supported self-regulation in this context as well as questions intended to help designers of similar learning experiences consider how to best  ...  order The Role of Self-Regulation in Self-Paced Instruction The TMs are most similar to a MOOC.  ... 
doi:10.14434/jotlt.v9i1.29527 fatcat:xksf6ltzmjb2rfcje5kj3dgmpy

Customizable Modalities for Individualized Learning: Examining Patterns of Engagement in Dual-Layer MOOCs

Matt Crosslin, Justin T. Dellinger, Srecko Joksimovic, Vitomir Kovanovic, Dragan Gasevic
2018 Online Learning  
Dual-layer MOOCs are an educational framework designed to create customizable modality pathways through a learning experience.  ...  This mixed-methods study sought to understand the patterns that learners engaged in during a course designed with this pathway framework.  ...  Many learners are not accustomed to a level of choice and self-determination or the regulation that these choices require.  ... 
doi:10.24059/olj.v22i1.1080 fatcat:mxmje2dhsfaj7opk5axlq4aypi

Get Gamification of MOOC right!

Alessandra Antonaci, Roland Klemke, Karel Kreijns, Marcus Specht
2018 International Journal of Serious Games  
Our findings enable designers of gamification and MOOCs as well, to see these two phenomena under a new light, by referring to new theories and new game elements that were not being considered before in  ...  We present the gamification design process, our theoretical framework, the quantitative and qualitative results of our study to identify the most suitable game elements, their conceptual design, and our  ...  Feelings like self-efficacy, autonomy, self-perception, self-regulation (in relation to yourself and the other), sociability and mood belong to this dimension.  ... 
doi:10.17083/ijsg.v5i3.255 fatcat:o7sprt7uabdxbpjpeadr47rcfa

Technology Support for Discussion Based Learning: From Computer Supported Collaborative Learning to the Future of Massive Open Online Courses

Carolyn Penstein Rosé, Oliver Ferschke
2016 International Journal of Artificial Intelligence in Education  
To that end, we describe the current exploratory efforts to deploy technology supported collaborative and discussion-based learning in MOOCs and offer a vision for work going forward into the next decade  ...  In the next 25 years, we expect to see this early, emerging work in MOOC contexts grow into ubiquitously available social learning approaches in free online learning environments like MOOCs, or what comes  ...  Acknowledgments This work was funded in part through NSF grants OMA-0836012 and IIS-1320064 as well as funding from the Gates Foundation Digital Learning Research Network and funding from Google and Bosch  ... 
doi:10.1007/s40593-016-0107-y fatcat:kmr3lzm7trce3kratcwfjsf42i

Translating the Concept of Goal Setting into Practice – What 'Else' does it Require than a Goal Setting Tool? [article]

Gábor Kismihók, Catherine Zhao, Michaéla C. Schippers, Stefan T. Mol, Scott Harrison, Shady Shehata
2020 arXiv   pre-print
This conceptual paper reviews the current status of goal setting in the area of technology enhanced learning and education.  ...  The paper shows that the main barriers for goal setting applications in education are not related to the technology, the available data or analytical methods, but rather the human factor.  ...  The first bottleneck is the lack of ability from the student side to self-regulate and set goals.  ... 
arXiv:2005.08669v1 fatcat:ye5obms63bfqdez7nd4cq4og5u
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