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.
This work is co-funded by the Erasmus+ Programme of the European Union. Project: STELA 62167-EPP-1-2015-BE-EPPKA3-PI-FORWARD.
D. Davis and T. van der Zee—Research is supported by the Leiden-Delft-Erasmus Centre for Education and Learning.
G. Chen—Research is supported by the Extension School of the Delft University of Technology.
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“Week 7: Functional Parsers and Monads”.
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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. https://doi.org/10.1007/978-3-319-45153-4_5
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