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Self-Regulated Learning User Interface (SRLUI) Design Principles and Experimental Findings in MOOCs
Shu-Yi Hsu1*, Yoo Kyung Chang1 and Vivienne Shaw1
1Teachers College, Columbia University, USA
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Abstract:
There have been many attempts to support learners in massive open online courses (MOOCs) with retention and self-regulated learning (SRL) with limited and mixed findings. This paper presents a design of integrated SRL support called SRLUI developed from a review of SRL support and empirical findings. The results from implementing SRLUI for 808 learners in eight MOOCs are also presented. The finding indicates that SRLUI has a high compliance rate (80%), and increases learning outcomes for a high-performance group. There is no direct evidence indicating SRLUI has an impact on learner persistence. Future studies are suggested to investigate the potential typologies of MOOC learners and differentiate SRL supports into subgroups.
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Keywords: Self-regulated learning, MOOCs, Learning analytics, Online Learning, Instructional design, User interface
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Received:N/A; Revised:N/A; Accepted:N/A; Published:March 30, 2022
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*Corresponding author; e-mail: sh3146@tc.columbia.edu
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Citation:Hsu, S.Y., & Kyung, Y., & Shaw, V.(2022). Self-Regulated Learning User Interface (SRLUI) Design Principles and Experimental Findings in MOOCs. Educational Innovations and Emerging Technologies, 2(1), 1-16. https://doi.org/10.35745/eiet2022v02.01.0001
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Copyright: ©
2022
The Author(s). Published with license by IIKII, Singapore. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (CC BY), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
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