Self-Regulated Learning in Massive Open Online Courses: Behavioral Manifestations and Individual Differences

Abstract

Individuals with strong self-regulated learning (SRL) skills, characterized by the ability to plan, manage and control their learning process, can learn faster and achieve higher grades compared to those with weaker SRL skills. Strong SRL skills are critical in learning environment that provide low levels of support and guidance, as is commonly the case in Massive Open Online Courses (MOOCs). SRL can be supported both by training learners to be more self-regulated and by changing the environment to actively facilitate SRL. However, effective implementation of either approach requires a deeper understanding of SRL in MOOCs: Which SRL strategies are most effective and how do these strategies manifest in learner behavior? And which learners exhibit weaker SRL skills and could benefit from additional support? We investigated these questions for 4,831 learners across six MOOCs by combining survey data with records of learners’ interactions with course content and their overall course achievement. We found that goal setting and strategic planning predicted attainment of personal course goals, while help seeking was counterproductive. Learners with stronger SRL skills also spent more time reviewing course materials. Numerous individual differences in SRL emerged that can inform targeted training and scaffolding to facilitate SRL. Moreover, variation in SRL skills partly accounted for differences in course performance by gender, age, and education. We discuss implications and next steps to move towards online learning environments that provide targeted support and guidance.