Revealing the regulation of learning strategies of MOOC retakers: A learning analytic study
Апстракт
Massive Open Online Courses (MOOCs) have already shown a great potential to be used as an alternative model for teacher professional development (TPD). Not only do MOOCs offer relevant content and activities, but they also provide opportunities for strengthening the skills for self regulated learning of teachers as life-long learners. In this study, we focused on a unique subgroup of MOOC learners - retakers who take the same TPD MOOC multiple times. In the empirical study reported in this paper, we examined what learning strategies they choose when taking a TPD MOOC and the extent to which they are able to adapt their learning strategies to improve their performance in the subsequent attempts. By using learning analytic methods, we detected five learning strategies and eight major forms of strategy change adapted by MOOC retakers. We found that two strategy changes (from Content-Oriented Strategy to Intensive-Thorough Strategy or Balanced Strategy) with associated with significantly h...igher performance in the subsequent attempts compared to no change in strategy. Our findings have implications for MOOC instructors and providers about the ways they can support MOOC retakers. Our findings also suggest that MOOCs are not only valuable TPD resources for teachers, but they also have unique opportunities for strengthening the self-regulation skills of teacher learners as the "by-products of learning".
Кључне речи:
Teacher professional development / Self-regulated learning / MOOC retakers / Learning strategies / Learning analyticИзвор:
Computers & Education, 2022, 178Издавач:
- Pergamon-Elsevier Science Ltd, Oxford
Финансирање / пројекти:
- National Natural Science Foundation of China [NSFC-61532001]
- Peking University Education Foundation [2020YBC18]
DOI: 10.1016/j.compedu.2021.104404
ISSN: 0360-1315
WoS: 000782571600001
Scopus: 2-s2.0-85120964674
Институција/група
Fakultet organizacionih naukaTY - JOUR AU - Fan, Yizhou AU - Jovanović, Jelena AU - Saint, John AU - Jiang, Yuhang AU - Wang, Qiong AU - Gašević, Dragan PY - 2022 UR - https://rfos.fon.bg.ac.rs/handle/123456789/2299 AB - Massive Open Online Courses (MOOCs) have already shown a great potential to be used as an alternative model for teacher professional development (TPD). Not only do MOOCs offer relevant content and activities, but they also provide opportunities for strengthening the skills for self regulated learning of teachers as life-long learners. In this study, we focused on a unique subgroup of MOOC learners - retakers who take the same TPD MOOC multiple times. In the empirical study reported in this paper, we examined what learning strategies they choose when taking a TPD MOOC and the extent to which they are able to adapt their learning strategies to improve their performance in the subsequent attempts. By using learning analytic methods, we detected five learning strategies and eight major forms of strategy change adapted by MOOC retakers. We found that two strategy changes (from Content-Oriented Strategy to Intensive-Thorough Strategy or Balanced Strategy) with associated with significantly higher performance in the subsequent attempts compared to no change in strategy. Our findings have implications for MOOC instructors and providers about the ways they can support MOOC retakers. Our findings also suggest that MOOCs are not only valuable TPD resources for teachers, but they also have unique opportunities for strengthening the self-regulation skills of teacher learners as the "by-products of learning". PB - Pergamon-Elsevier Science Ltd, Oxford T2 - Computers & Education T1 - Revealing the regulation of learning strategies of MOOC retakers: A learning analytic study VL - 178 DO - 10.1016/j.compedu.2021.104404 UR - conv_2651 ER -
@article{ author = "Fan, Yizhou and Jovanović, Jelena and Saint, John and Jiang, Yuhang and Wang, Qiong and Gašević, Dragan", year = "2022", abstract = "Massive Open Online Courses (MOOCs) have already shown a great potential to be used as an alternative model for teacher professional development (TPD). Not only do MOOCs offer relevant content and activities, but they also provide opportunities for strengthening the skills for self regulated learning of teachers as life-long learners. In this study, we focused on a unique subgroup of MOOC learners - retakers who take the same TPD MOOC multiple times. In the empirical study reported in this paper, we examined what learning strategies they choose when taking a TPD MOOC and the extent to which they are able to adapt their learning strategies to improve their performance in the subsequent attempts. By using learning analytic methods, we detected five learning strategies and eight major forms of strategy change adapted by MOOC retakers. We found that two strategy changes (from Content-Oriented Strategy to Intensive-Thorough Strategy or Balanced Strategy) with associated with significantly higher performance in the subsequent attempts compared to no change in strategy. Our findings have implications for MOOC instructors and providers about the ways they can support MOOC retakers. Our findings also suggest that MOOCs are not only valuable TPD resources for teachers, but they also have unique opportunities for strengthening the self-regulation skills of teacher learners as the "by-products of learning".", publisher = "Pergamon-Elsevier Science Ltd, Oxford", journal = "Computers & Education", title = "Revealing the regulation of learning strategies of MOOC retakers: A learning analytic study", volume = "178", doi = "10.1016/j.compedu.2021.104404", url = "conv_2651" }
Fan, Y., Jovanović, J., Saint, J., Jiang, Y., Wang, Q.,& Gašević, D.. (2022). Revealing the regulation of learning strategies of MOOC retakers: A learning analytic study. in Computers & Education Pergamon-Elsevier Science Ltd, Oxford., 178. https://doi.org/10.1016/j.compedu.2021.104404 conv_2651
Fan Y, Jovanović J, Saint J, Jiang Y, Wang Q, Gašević D. Revealing the regulation of learning strategies of MOOC retakers: A learning analytic study. in Computers & Education. 2022;178. doi:10.1016/j.compedu.2021.104404 conv_2651 .
Fan, Yizhou, Jovanović, Jelena, Saint, John, Jiang, Yuhang, Wang, Qiong, Gašević, Dragan, "Revealing the regulation of learning strategies of MOOC retakers: A learning analytic study" in Computers & Education, 178 (2022), https://doi.org/10.1016/j.compedu.2021.104404 ., conv_2651 .
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