The DOI matches its Crossref record; 13 of the 13 references it cites were found in a registry or an index.
Supporting learners' self-regulated learning in Massive Open Online Courses
Open accessAbstract
In MOOCs, learners are typically presented with great autonomy over their learning process. Therefore, learners should engage in self-regulated learning (SRL) in order to successfully study in a MOOC. Learners however often struggle to self-regulate their learning. We implemented an SRL intervention in three MOOCs. The intervention consisted of three short videos containing SRL instruction and study suggestions to improve learners' SRL. We tested the effects of the SRL intervention on both learners' course completion as well as on learners' SRL. Learners' SRL was measured with trace data variables indicating SRL activity. The results showed that the intervention positively affected learners' course completion. Furthermore, the learners who complied with the intervention also engaged in more SRL activities compared to the learners in the control condition: learners who complied showed more metacognitive activities before learning (planning), help seeking, and persistence. Intervention compliance was however low. Further analyses exploring potential causes of the low intervention compliance were conducted. The great majority of learners who did not comply with the intervention dropped out of the MOOC before they encountered the implemented intervention. We conclude that the SRL intervention has been successful in supporting both learners' SRL as well as their course completion. Implications include the importance of supporting learners' SRL as well as the necessity to conduct further research on how to improve intervention compliance.
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Cites
Becoming a Self-Regulated Learner: An Overview
Zimmerman, B. J. (2002) · Theory Into Practice · doi:10.1207/s15430421tip4102_2 · Cited by 10,197 · cited 6×
“In order to successfully deal with the autonomy offered in online education, learners have to engage in SRL. SRL entails that learners are actively involved in their learning, both metacognitively, as well as motivationally, and behaviorally (Zimmerman, 2002).”
BackgroundMethodInfluentialNine Ways to Reduce Cognitive Load in Multimedia Learning
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Broadbent, J., & Poon, W. L. (2015) · The Internet and Higher Education · doi:10.1016/j.iheduc.2015.04.007 · Cited by 1,692 · cited 1×
“…achievement and SRL and course outcomes are significant and positive across educational levels (Boer, Donker-Bergstra, Kostons, & Korpershoek, 2013; Broadbent & Poon, 2015; Dignath, Buettner, & Langfeldt, 2008; Dignath & Büttner, 2008; Sitzmann & Ely, 2011): when learners engage more in SRL, their…”
BackgroundStudying as Self-Regulated Learning
(1998) · Metacognition in Educational Theory and Practice · doi:10.4324/9781410602350-19 · Cited by 1,589
Dignath, C., & Büttner, G. (2008) · Metacognition and Learning · doi:10.1007/s11409-008-9029-x · Cited by 1,085 · cited 2×
“…course outcomes are significant and positive across educational levels (Boer, Donker-Bergstra, Kostons, & Korpershoek, 2013; Broadbent & Poon, 2015; Dignath, Buettner, & Langfeldt, 2008; Dignath & Büttner, 2008; Sitzmann & Ely, 2011): when learners engage more in SRL, their achievement is enhanced.”
BackgroundHow can primary school students learn self-regulated learning strategies most effectively?
Dignath, C., Buettner, G., & Langfeldt, H.-P. (2008) · Educational Research Review · doi:10.1016/j.edurev.2008.02.003 · Cited by 903
Sitzmann, T., & Ely, K. (2011) · Psychological Bulletin · doi:10.1037/a0022777 · Cited by 897 · cited 1×
“…course outcomes are significant and positive across educational levels (Boer, Donker-Bergstra, Kostons, & Korpershoek, 2013; Broadbent & Poon, 2015; Dignath, Buettner, & Langfeldt, 2008; Dignath & Büttner, 2008; Sitzmann & Ely, 2011): when learners engage more in SRL, their achievement is enhanced.”
BackgroundDoes Training on Self-Regulated Learning Facilitate Students' Learning With Hypermedia?
Azevedo, R., & Cromley, J. G. (2004) · Journal of Educational Psychology · doi:10.1037/0022-0663.96.3.523 · Cited by 859
Mayer, R. E., & Chandler, P. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.2.390 · Cited by 762 · cited 1×
“…could control the pace in which information was presented to them (i.e., selfpacing principle; Van Merri€enboer & Kester, 2014), and they could segment the video into meaningful units (i.e., segmenting principle; Mayer & Chandler, 2001; Mayer & Moreno, 2003; Van Merri€enboer & Kester, 2014).”
BackgroundModels of self-regulated learning: a review.
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Wong, J., Baars, M., de Koning, B. B., & Paas, F. (2021) · Computers in Human Behavior · doi:10.1016/j.chb.2020.106596 · Cited by 88
Thomann, H., & Deutscher, V. (2025) · Educational Research Review · doi:10.1016/j.edurev.2025.100686 · Cited by 40
Assessing Algorithmic Fairness in Automatic Classifiers of Educational Forum Posts
Sha, L., Rakovic, M., Whitelock-Wainwright, A., Carroll, D., Yew, V. M., Gasevic, D., & Chen, G. (2021) · Lecture Notes in Computer Science · doi:10.1007/978-3-030-78292-4_31 · Cited by 34
Investigating effects of perceived technology-enhanced environment on self-regulated learning
Sui, C.-J., Yen, M.-H., & Chang, C.-Y. (2024) · Education and Information Technologies · doi:10.1007/s10639-023-12270-x · Cited by 27
Han, I., Ji, H., Jin, S., & Choi, K. (2026) · Journal of Computing in Higher Education · doi:10.1007/s12528-025-09434-8 · Cited by 24
Metadata
- Authors
- Jansen, R. S., van Leeuwen, A., Janssen, J., Conijn, R., & Kester, L.
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2020-03
- Volume
- 146
- Pages
- 103771
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W2990329462
- Cited by
- 298
- References
- 13
- FWCI
- 32.40
- Type
- journal article
- Language
- en
- Open access
- hybrid
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