دانلود رایگان مقاله لاتین یادگیری در موک از سایت الزویر
عنوان فارسی مقاله:
تعداد زمینه: چگونه زمینه یادگیرنده بر یادگیری در یک موک تاثیر میگذارد؟
عنوان انگلیسی مقاله:
Context counts: How learners' contexts influence learning in a MOOC
سال انتشار : 2015
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مقدمه انگلیسی مقاله:
1. Introduction
Early enthusiasm, both from researchers and the mainstream media, surrounding the potential for Massive Open Online Courses (MOOCs) to ‘revolutionise’ and ‘democratise’ education has been replaced by growing concern that MOOCs have not had as profound or as fast an impact on education as initially anticipated (Daniel, 2012; Gillani & Eynon, 2014; OBHE, 2013). The reasons may be related to MOOC implementation (Mackness, Mak, & Williams, 2010). MOOCs are characterised by open access, learning at a distance (online) and scale. Key features include free registration, open access to learning (regardless of prior qualifications), a large and diverse learner body who not only have different backgrounds but also wide ranging motivations for enrolling in a course, and the absence of a single, linear learning progression followed by all students on a course (Breslow et al., 2013; Gaebel, 2013). Despite these novel features, MOOCs tend to be structured as adaptations of conventional HE courses, adopting the same procedural metaphors as face-to-face courses but using technology, such as video recordings of lectures, to achieve scale (Fini, 2009). A study of the instructional design of 76 MOOCs revealed that MOOC design primarily concentrates on the organisation and presentation of course material, missing opportunities for new forms of interaction and feedback involving massive, diverse groups of people (Margaryan, Bianco, & Littlejohn, 2015). Investigations of learning in MOOCs have focused on what can easily be measured at scale, such as progression, retention and completion rates (Liyanagunawardena, Adams, &Williams, 2013), which give an understanding of the whole cohort but provide little insight into the behaviour of the individual. The openness of MOOCs and the resultant potential diversity of learners, each with different base-line knowledge and prior experience, makes the investigation of individual learners particularly important. More research is required, which focuses on the unique nature of learning and learners in MOOCs and examines the new methods of knowledge production and learning that MOOCs can support (Gillani & Eynon, 2014; Milligan, Littlejohn, & Margaryan, 2013; Veletsianos, Collier, & Schneider, 2015). Learning in a MOOC differs from the pre-determined structure of conventional higher education (HE). The absence of interaction between the instructor and learners on a MOOC requires individuals to self-regulate their own learning, determining when, how and with what content and activities they engage (DeBoer, Ho, Stump, & Breslow, 2014; Kop, 2011; Mackness, 2013; Milligan & Littlejohn, 2014). Studies suggest that learners who are better able to self-regulate their learning, in either formal or informal settings (e.g. to support learning in the workplace), employ more effective learning approaches in online settings (Bernacki, Aguilar, & Byrnes, 2011). The ability to self-regulate one's learning is shaped by both personal-psychological and contextual factors (Zimmerman, 2000). Cognitive, affective and behavioural factors, such as interest in a task, self-efficacy, the ability to employ a range of learning strategies, self-reflection and self-satisfaction, all impact learning in a MOOC (Milligan & Littlejohn, 2015). This study explores in detail how learners self-regulate their learning in a MOOC. The course was the ‘Introduction to Data Science’ MOOC offered by the University of Washington through Coursera. Participants in the MOOC came from diverse contexts, encompassing data science professionals, HE students and others learning for more general interest. Given the limited research to-date examining the effect of learner context on the learning strategies and behaviours employed in a MOOC, this study was structured around the research questions: What self-regulated learning strategies do learners apply in a MOOC? and, How does a learner's current role influence their ability to self-regulate their learning in a MOOC? The paper begins with an examination of the literature on self-regulated learning (SRL) in the online setting and how this literature relates specifically to MOOCs. This is followed by a description of the methods used to investigate the research questions, including an overview of the survey instrument employed in the study. The data analysis process and findings are then presented and discussed. The paper concludes by summarising the key findings and reflecting on the limitations of the study as well as potential directions for future research.
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