Recommending Self-Regulated Learning Strategies Does Not Improve Performance in a MOOC


I am glad to announce that the paper that we wrote together with René Kizilcec (from the Stanford Lytics Lab) and my PhD Student Jorge Maldonado for the Learning@Scale conference is already available. Have at the abstract and download the preprint from my publication list if you are interested on reading the full text. You can also have a look at the  poster that René prepared for the Learning at Scale conference.

ABSTRACT: Many committed learners struggle to achieve their goal of completing a Massive Open Online Course (MOOC). This work investigates self-regulated learning (SRL) in MOOCs and tests if encouraging the use of SRL strategies can improve course performance. We asked a group of 17 highly successful learners about their own strategies for how to succeed in a MOOC. Their responses were coded based on a SRL framework and synthesized into seven recommendations. In a randomized experiment, we evaluated the effect of providing those recommendations to learners in the same course (N = 653). Although most learners rated the study tips as very helpful, the intervention did not improve course persistence or achievement. Results suggest that a single SRL prompt at the beginning of the course provides insufficient support. Instead, embedding technological aids that adaptively support SRL throughout the course could better support learners in MOOCs.

René F. Kizilcec, Mar Pérez-Sanagustín, and Jorge J. Maldonado. 2016. Recommending Self-Regulated Learning Strategies Does Not Improve Performance in a MOOC. In Proceedings of the Third (2016) ACM Conference on Learning @ Scale (L@S ’16). ACM, New York, NY, USA, 101-104. DOI=