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

Conference paper
First Online:
Part of the Lecture Notes in Computer Science book series (LNCS, volume 9891)

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 
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Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.Web Information SystemsDelft University of TechnologyDelftThe Netherlands
  2. 2.Graduate School of Teaching (ICLON)Leiden UniversityLeidenThe Netherlands

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