Towards a conceptual framework to scaffold self-regulation in a MOOC
| Published | January 2018 |
| Conference | Innovation and Interdisciplinary Solutions for Underserved Areas |
| Series | Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering Volume 204, Pages 245-256 |
| Publisher | Springer International Publishing |
| Editors | M. F. Kebe, Cheikh · Gueye, Assane · Ndiaye, Ababacar |
| Country | France, Europe |
ABSTRACT
MOOCs are part of the ecosystem of self-learning for which self-regulation is one of the pillars. Weakness of self-regulation skills is one of the key factors that contribute to dropout in a MOOC. We present a conceptual framework to promote self-regulated learning in a MOOC. This framework relies on the use of a virtual companion to provide metacognitive prompts and a visualization of indicators. The aim of this system will not only be to improve the quality of learning on the MOOC but also to help reducing attrition.| Keywords | dropout · meta-cognition · MOOC · self-learning · self-regulation · virtual companion |
| Published at | Cham |
| ISBN | 978-3-319-72965-7 |
| Refereed | Yes |
| Rights | © ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering 2018 |
| DOI | 10.1007/978-3-319-72965-7_23 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
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