Exploring the link between self‐regulated learning and learner behaviour in a massive open online course. (25th April 2022)

• Record Type: Journal Article
• Authors: Jansen, Renée S.; van Leeuwen, Anouschka; Janssen, Jeroen; Kester, Liesbeth
• Is Part Of: Journal of computer assisted learning. Volume 38:Number 4(2022)
• Page Start: 993
• Page End: 1004
• Publication Date: 2022-04-25
• Subjects: learner behaviour -- MOOC -- online education -- process mining -- SRL; Computer-assisted instruction -- Periodicals; 371.334
• DOI: 10.1111/jcal.12675
• Languages: English
• ISSNs: 0266-4909

Abstract

Abstract: Background: Learners in Massive Open Online Courses (MOOCs) are presented with great autonomy over their learning process. Learners must engage in self‐regulated learning (SRL) to handle this autonomy. It is assumed that learners' SRL, through monitoring and control, influences learners' behaviour within the MOOC environment (e.g., watching videos). The exact relationship between SRL and learner behaviour has however not been investigated. Objectives: We explored whether differences in SRL are related to differences in learner behaviour in a MOOC. As insight in this relationship could improve our understanding of the influence of SRL on behaviour, could help explain the variety in online learner behaviour, and could be useful for the development of successful SRL support for learners. Methods: MOOC learners were grouped based on their self‐reported SRL. Next, we used process mining to create process models of learners' activities. These process models were compared between groups of learners. Results and conclusions: Four clusters emerged: average regulators, help seekers, self‐regulators, and weak regulators. Learners in all clusters closely followed the designed course structure. However, the process models also showed differences which could be linked to differences in the SRL scores between clusters. Takeaways: The study shows that SRL may explain part of the variability in online learner behaviour. Implications for the design of SRL interventions include the necessity to integrate support for weak regulators in the course structure. Lay Description: Practitioners Notes: What is currently known: Learners' self‐regulated learning (SRL) is related to learner behaviour. Inadequate SRL may result in learner dropout in MOOCs. Learners in open online education behave in a variety of ways. What this paper adds: Most learners follow the designed course structure. Learners' SRL influences learner behaviour in a MOOC. Low SRL activity is related to adherence to the course structure. High SRL activity is related to more variety in learner behaviour. Implications for practitioners: SRL support should be integrated in the course structure. Results of process mining can inform instructional design.