Retrieval Practice and Study Planning in MOOCs: Exploring Classroom-Based Self-regulated Learning Strategies at Scale

  • Dan Davis
  • Guanliang Chen
  • Tim van der Zee
  • Claudia Hauff
  • Geert-Jan Houben
Conference paper

DOI: 10.1007/978-3-319-45153-4_5

Part of the Lecture Notes in Computer Science book series (LNCS, volume 9891)
Cite this paper as:
Davis D., Chen G., van der Zee T., Hauff C., Houben GJ. (2016) Retrieval Practice and Study Planning in MOOCs: Exploring Classroom-Based Self-regulated Learning Strategies at Scale. In: Verbert K., Sharples M., Klobučar T. (eds) Adaptive and Adaptable Learning. EC-TEL 2016. Lecture Notes in Computer Science, vol 9891. Springer, Cham

Abstract

Massive Open Online Courses (MOOCs) are successful in delivering educational resources to the masses, however, the current retention rates—well below 10 %—indicate that they fall short in helping their audience become effective MOOC learners. In this paper, we report two MOOC studies we conducted in order to test the effectiveness of pedagogical strategies found to be beneficial in the traditional classroom setting: retrieval practice (i.e. strengthening course knowledge through actively recalling information) and study planning (elaborating on weekly study plans). In contrast to the classroom-based results, we do not confirm our hypothesis, that small changes to the standard MOOC design can teach MOOC learners valuable self-regulated learning strategies.

Keywords

MOOC Self-regulated learning 

Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  • Dan Davis
    • 1
  • Guanliang Chen
    • 1
  • Tim van der Zee
    • 2
  • Claudia Hauff
    • 1
  • Geert-Jan Houben
    • 1
  1. 1.Web Information SystemsDelft University of TechnologyDelftThe Netherlands
  2. 2.Graduate School of Teaching (ICLON)Leiden UniversityLeidenThe Netherlands

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