Measuring self‐regulated learning in the workplace

Fontana, Rosa Pia; Milligan, Colin; Littlejohn, Allison; Margaryan, Anoush

doi:10.1111/ijtd.12046

Cited by 95 publications

(97 citation statements)

References 38 publications

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“…Through liaison with course teams, a message posted to the course platform invited learners to participate in the studies (see Littlejohn, Hood, Milligan, & Mustain, 2016; for full details) by completing an online survey instrument. The survey instrument was designed to provide a measure of the MOOC participants' ability to self-regulate their learning (adapted from Fontana, Milligan, Littlejohn, & Margaryan, 2015),), along with demographic…”

Section: Methods and Analysismentioning

confidence: 99%

Why Study on a MOOC? The Motives of Students and Professionals

Milligan

Littlejohn

2017

IRRODL

Self Cite

126

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Massive Open Online Courses have emerged as a popular mechanism for independent learners to acquire new knowledge and skills; however, the challenge of learning online without dedicated tutor support requires learners to self-motivate. This study explores the primary motivations reported by participants in two MOOCs: Fundamentals of Clinical Trials and Introduction to Data Science (n=970). Each MOOC drew a diverse cohort of participants ranging from professionals working in the field to students preparing to enter it. Across both MOOCs, a similar profile of primary motivations emerged, with respondents identifying the potential benefits to their current role, or future career, alongside more general responses reflecting casual interest in the topic or a simple desire to learn. Professionals were primarily motivated by current needs, describing how the course could fill gaps in their formal knowledge, broaden their skillset to increase their effectiveness at work, or enable them to innovate. Professionals also saw the benefit of MOOC study in preparing them for new roles and career progression. Students, meanwhile, used MOOC study to complement their other learning. It is clear that MOOC study represents a popular mechanism for professionals to address both current and future learning needs.

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Section: Methods and Analysismentioning

confidence: 99%

Why Study on a MOOC? The Motives of Students and Professionals

Milligan

Littlejohn

2017

IRRODL

Self Cite

126

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“…One example is the instrument designed by Hood, Littlejohn, & Milligan (2015). This instrument was a slightly modified version of an instrument by Fontana, Milligan, Littlejohn, and Margaryan (2015) for assessing self-regulated learning in adult learners in the workplace, which integrated items from the MSLQ together with other learning strategies. They ran the instrument with 788 learners from 79 countries enrolled in an introductory data science course.…”

Section: Measuring Motivation and Self-regulated Learning Strategiesmentioning

confidence: 99%

Understanding Learners’ Motivation and Learning Strategies in MOOCs

Alario-Hoyos

Estévez-Ayres

Pérez‐Sanagustín

et al. 2017

IRRODL

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MOOCs (Massive Open Online Courses) have changed the way in which OER (Open EducationalResources) are bundled by teachers and consumed by learners. MOOCs represent an evolution towards the production and offering of structured quality OER. Many institutions that were initially reluctant to providing OER have, however, joined the MOOC wave. Nevertheless, MOOCs detractors strongly criticize their high dropout rates. The dropout rate is a commonly accepted metric of success for traditional education, but it may not be as suitable when dealing with OER, in general, and with MOOCs, in particular, since learners' motivations to take a course are very diverse, and certain selfregulated learning strategies are required to tackle the lack of personalized tutoring and keep pace in the course. This paper presents an empirical study on the motivation and learning strategies of MOOC learners. Six thousand three hundred and thirty-five learners from 160 countries answered a selfreport 7-point Likert-type questionnaire based on the Motivated Strategies for Learning Questionnaire (MSLQ) as part of a MOOC titled Introduction to Programming with Java. Results indicate that learners were highly motivated and confident to do well in the course. Learning strategies, however, can be improved, especially regarding time management.

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“…Through interesting learning and rewards by schools, teachers can fulfill their creativity and further develop courses and e-learning design. This will allow them to accomplish school objectives and perceived usefulness in order to meet environmental changes [7] [8].…”

Section: Discussionmentioning

confidence: 99%

Influence of Studentsr MOOC Learning Effectiveness: Adjust industry 4.0 a 107 curriculum reform

Chou¹,

Shen²,

Hsiao³

et al. 2018

Proceedings of the 2018 4th International Conference on Humanities and Social Science Research (ICHSSR 2018)

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Abstract.This study aims to analyze the correlation (N=636) among tertiary students' perceived e-learning acceptance, self-regulation, and MOOC learning effectiveness in Taiwan. Students' perceived e-learning acceptance includes four factors, namely, convenience learning, useful learning, interesting learning, and technology learning. Self-regulated learning includes four factors, namely, goal-setting, self-efficacy, effectiveness, and self-evaluation. MOOC learning effectiveness includes four factors, namely, perceived enjoyment, perceived usefulness, perceived satisfaction, and perceived openness. Analysis was conducted using the structural equation modeling (SEM), and a good model fit was found for both the measurement and structural models. Research findings demonstrate that tertiary students' e-learning acceptance significantly and directly influences MOOC learning effectiveness. E-learning acceptance significantly and indirectly influences MOOC learning effectiveness by self-regulation. Tertiary school students' e-learning acceptance and self-regulated learning fit the influence model and empirical data of MOOC learning effectiveness.

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Measuring self‐regulated learning in the workplace

Cited by 95 publications

References 38 publications

Why Study on a MOOC? The Motives of Students and Professionals

Why Study on a MOOC? The Motives of Students and Professionals

Understanding Learners’ Motivation and Learning Strategies in MOOCs

Influence of Studentsr MOOC Learning Effectiveness: Adjust industry 4.0 a 107 curriculum reform

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