The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Towards a conceptual framework to scaffold self-regulation in a MOOC
Sambe, Gorgoumack · Bouchet, François · Labat, Jean-Marc

PublishedJanuary 2018
ConferenceInnovation and Interdisciplinary Solutions for Underserved Areas
SeriesLecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering
Volume 204, Pages 245-256
PublisherSpringer International Publishing
EditorsM. F. Kebe, Cheikh · Gueye, Assane · Ndiaye, Ababacar
CountryFrance, 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 atCham
ISBN978-3-319-72965-7
RefereedYes
Rights© ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering 2018
DOI10.1007/978-3-319-72965-7_23
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


Viewed by 7 distinct readers




CLOUD COMMUNITY REVIEWS

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

Refining success and dropout in massive open online courses based on the intention–behavior gap
Henderikx, Maartje A.; Kreijns, Karel; Kalz, Marco
In this paper we present an alternative typology for determining success and dropout in massive open online courses (MOOCs). This typology takes the perspectives of MOOC-takers into account and is based on the their ...
Match: dropout; MOOC

A comparison of learner intent and behaviour in live and archived MOOCs
Campbell, Jennifer; Gibbs, Alison; Najafi, Hedieh; Severinski, Cody; et al.
The advent of massive open online courses (MOOCs) has created opportunities for learning that are clearly in high demand, but the direction in which MOOCs should evolve to best meet the interests and needs of learners ...
Match: MOOC; self-regulation

Research opportunities for educational innovation in the era of MOOCs and learning analytics
Alario-Hoyos, Carlos
MOOCs (Massive Open Online Courses) have been a major revolution in education, especially in higher education, and have served as a catalyst for educational institutions to reflect (beyond the discussion of whether or ...
Match: MOOC; self-regulation

MOOCS Massive Open Online Courses
Gaebel, Michael
Match: MOOC; Europe

Who wants to chat on a MOOC? Lessons from a peer recommender system
Bouchet, François; Labarthe, Hugues; Bachelet, Rémi; Yacef, Kalina; et al.
Peer recommender systems (PRS) in MOOCs have been shown to help reducing attrition and increase performance of those who use them. But who are the students using them and what are their motivations? And why are some ...
Match: Bouchet, François; Europe

Massive Open and Online Courses (MOOC) in an international perspective: New global agenda for innovation in higher education
Titlestad, Gard
This report is written based on a note provided by ICDE’s Secretary General Gard Titlestad to the Norwegian Government. It has been slightly modified to adapt it for an international audience and a working ...
Match: MOOC; Europe

Types of dropout in adaptive open online courses
Skryabin, Maxim; Kloos, Carlos Delgado; Jermann, Patrick; Pérez-Sanagustín, Mar; et al.
This study is devoted to different types of students' behavior before they drop an adaptive course. The Adaptive Python course at the Stepik educational platform was selected as the case for this study. Student behavior ...
Match: dropout; MOOC; Europe

Challenges of identifying second language English speakers in MOOCs
Duru, Ismail; Sunar, Ayse Saliha; Dogan, Gulustan; White, Su; et al.
In this study, we aim to analyse English as a Second Language (ESL) and English as a First Language (EFL) MOOC participants' engagements in a MOOC. We aim to find out key points which directly effect learners' dropout ...
Match: dropout; MOOC; Europe

Research on MOOCs: Current trends and taking into account of content
Babori, Abdelghani; Fassi, Hicham Fihri; Zaid, Abdelkarim
This study explores the research trends of MOOCs to gain a deeper understanding of the MOOC phenomenon. It also aims to question whether or not content is taken into account in these studies, especially those produced ...
Match: MOOC; France

Diseño de un sistema de apoyo a la regulación social del aprendizaje en los xMOOC
Garcia, Iolanda; Barberà, Elena; Maina, Marcelo
Esta investigación tiene como objetivo estudiar los procesos de regulación del aprendizaje, atendiendo tanto a su dimensión individual como social, en entornos de xMOOC. En concreto,se propone analizar cómo los ...
Match: MOOC; self-regulation; Europe