Goal Setting and MOOC Completion

Despite providing advanced coursework online to learners around the world, massive open online courses (MOOCs) have had notoriously low completion rates. Self-regulated learning (SRL) frames strategies that students can use to enhance motivation and promote their engagement, persistence, and perfor...

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Autores principales:	Erwin Handoko, Susie L. Gronseth, Sara G. McNeil, Curtis J. Bonk, Bernard R. Robin
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2019
Materias:	SRL MOOC completion OSLQ massive open online course online self-regulated learning questionnaire goal setting Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/0b71d9b25e744a2d80eb9b5162aa5e34
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spelling	oai:doaj.org-article:0b71d9b25e744a2d80eb9b5162aa5e342021-12-02T19:26:10ZGoal Setting and MOOC Completion10.19173/irrodl.v20i4.42701492-3831https://doaj.org/article/0b71d9b25e744a2d80eb9b5162aa5e342019-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4270https://doaj.org/toc/1492-3831 Despite providing advanced coursework online to learners around the world, massive open online courses (MOOCs) have had notoriously low completion rates. Self-regulated learning (SRL) frames strategies that students can use to enhance motivation and promote their engagement, persistence, and performance self-monitoring. Understanding which SRL subprocesses are most relevant to the MOOC learning context can guide course designers and instructors on how to incorporate key SRL aspects into the design and delivery of MOOCs. Through surveying 643 MOOC students using the Online Self-Regulated Learning Questionnaire (OSLQ), the present study sought to understand the differences in the use of SRL between those who completed their course and those who did not. MOOC completers were found to have significantly higher applications of one SRL specific subprocess, namely goal setting. Additional SRL subprocesses of task interest/values, causal attribution, time management, self-efficacy, and goal-orientation also emerged from an analysis of open-ended responses as key contributors to course completion. The findings from this study provide further support regarding the role of SRL in MOOC student performance and offer insight into learners’ perceptions on the importance of SRL subprocesses in reaching course completion. Erwin HandokoSusie L. GronsethSara G. McNeilCurtis J. BonkBernard R. RobinAthabasca University PressarticleSRLMOOC completionOSLQmassive open online courseonline self-regulated learning questionnairegoal settingSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 20, Iss 3 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	SRL MOOC completion OSLQ massive open online course online self-regulated learning questionnaire goal setting Special aspects of education LC8-6691
spellingShingle	SRL MOOC completion OSLQ massive open online course online self-regulated learning questionnaire goal setting Special aspects of education LC8-6691 Erwin Handoko Susie L. Gronseth Sara G. McNeil Curtis J. Bonk Bernard R. Robin Goal Setting and MOOC Completion
description	Despite providing advanced coursework online to learners around the world, massive open online courses (MOOCs) have had notoriously low completion rates. Self-regulated learning (SRL) frames strategies that students can use to enhance motivation and promote their engagement, persistence, and performance self-monitoring. Understanding which SRL subprocesses are most relevant to the MOOC learning context can guide course designers and instructors on how to incorporate key SRL aspects into the design and delivery of MOOCs. Through surveying 643 MOOC students using the Online Self-Regulated Learning Questionnaire (OSLQ), the present study sought to understand the differences in the use of SRL between those who completed their course and those who did not. MOOC completers were found to have significantly higher applications of one SRL specific subprocess, namely goal setting. Additional SRL subprocesses of task interest/values, causal attribution, time management, self-efficacy, and goal-orientation also emerged from an analysis of open-ended responses as key contributors to course completion. The findings from this study provide further support regarding the role of SRL in MOOC student performance and offer insight into learners’ perceptions on the importance of SRL subprocesses in reaching course completion.
format	article
author	Erwin Handoko Susie L. Gronseth Sara G. McNeil Curtis J. Bonk Bernard R. Robin
author_facet	Erwin Handoko Susie L. Gronseth Sara G. McNeil Curtis J. Bonk Bernard R. Robin
author_sort	Erwin Handoko
title	Goal Setting and MOOC Completion
title_short	Goal Setting and MOOC Completion
title_full	Goal Setting and MOOC Completion
title_fullStr	Goal Setting and MOOC Completion
title_full_unstemmed	Goal Setting and MOOC Completion
title_sort	goal setting and mooc completion
publisher	Athabasca University Press
publishDate	2019
url	https://doaj.org/article/0b71d9b25e744a2d80eb9b5162aa5e34
work_keys_str_mv	AT erwinhandoko goalsettingandmooccompletion AT susielgronseth goalsettingandmooccompletion AT saragmcneil goalsettingandmooccompletion AT curtisjbonk goalsettingandmooccompletion AT bernardrrobin goalsettingandmooccompletion
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Goal Setting and MOOC Completion

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