Self-Regulated Learning in MOOCs: Lessons Learned from a literature review,

Abstract

Learners in massive open online courses (MOOCs) are required to be
autonomous during their learning process, and thus they need to
self-regulate their learning to achieve their goals. According to existing literature, self-regulated learning (SRL) research in MOOCs is still
scarce. More studies which build on past works regarding SRL in
MOOCs are required, as well as literature reviews that help to identify
the main challenges and future research directions in relation to this
area. In this paper, the authors present the results of a systematic
literature review on SRL in MOOCs, covering all the related papers
published until the end of 2017. The papers considered in this review
include real experiences with at least a MOOC (other learning scenarios sometimes claimed as MOOCs, such as blended courses, or online
courses with access restrictions, are out of the scope of this analysis).
Most studies on SRL in MOOCs share some common features: they
are generally exploratory, based on one single MOOC and tend not to
specify in which SRL model they are grounded. The results reveal that
high self-regulators engage in non-linear navigation and approach
MOOCs as an informal learning opportunity. In general, they prefer
setting specific goals based on knowledge development and control
their learning through assignments.