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.

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