NoteMyProgress: A Tool to Support Learners’ Self-Regulated Learning Strategies in MOOC Environments

Pérez-Álvarez, Ronald; Maldonado-Mahauad, Jorge; Sapunar-Opazo, Diego; Pérez‐Sanagustín, Mar

doi:10.1007/978-3-319-66610-5_43

Cited by 20 publications

(26 citation statements)

References 4 publications

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“…The platforms that were most used to carry out research on self-regulated learning in MOOCs were: 1) Coursera (54%), used in the research by Alonso-Mencía et al, [33], [79], [80] 2) Edx (35%) in the works of Davis et al, [39], [81], [82]; 3) Moodle platform (5%) in the research by Sambe [19]. 4) Futurelearn and Open Edx (3%) in studies by Pérez-Álvarez et al, [83] and These findings are summarized in Figure 7.…”

Section: Strategy Description Autormentioning

confidence: 99%

“…It is also a key element in the scholarly debate how MOOCs teaching process can be supported and how students are able to self-regulate their learning, specifically with the use of tools such as the eLDa platform described by Onah et al [80] , [35]. Also Pérez-Álvarez et al [83] published a paper about the NoteMyProgress tool in which they propose that each participant can assess their learning by considering SRL strategies such as setting their goals and time management and thus being able to support students to go at their own pace by analyzing the times used in the development of the objectives. In this way the participant of a MOOC is motivated and avoid dropping out.…”

Section: Rq8) How Can Self-regulation Learning and Its Strategies Sumentioning

confidence: 99%

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Self-Regulated Learning in Massive Online Open Courses: A State-of-the-Art Review

et al. 2021

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Section: Strategy Description Autormentioning

confidence: 99%

Section: Rq8) How Can Self-regulation Learning and Its Strategies Sumentioning

confidence: 99%

Self-Regulated Learning in Massive Online Open Courses: A State-of-the-Art Review

et al. 2021

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“…Tools in approach (1) consider encouraging methods such as self-assessment and reflection (Baneres & Saíz, 2016), self-data visualisations (Pérez-Álvarez, Maldonado-Mahauad, Sapunar-Opazo & Pérez-Sanagustín, 2017) or badges (Howley, Tomar, Ferschke & Rosé, 2017). Findings were that these systems have a high usability level, are valued by learners as helpful, and improve participants' outcomes (e.g., higher number of submissions, average grades, and retention time).…”

Section: Rq3: Which Approaches Are Adopted In Studies Of Srl In Moocs?mentioning

confidence: 99%

Self-regulated learning in MOOCs: lessons learned from a literature review

et al. 2019

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Self-regulated learning in MOOCs: Lessons learned from a literature reviewLearners in Massive Open Online Courses (MOOCs) are required to be autonomous during their learning process, and thus, they need to self-regulate their learning to achieve their goals. According to existing literature, Selfregulated learning (SRL) research in MOOCs is still scarce. More studies which build on past works regarding SRL in MOOCs are required, as well as literature reviews that help to identify the main challenges and future research directions in relation to this area. In this paper, we present the results of a systematic literature review on SRL in MOOCs, covering all the related papers published until the end of 2017. The papers considered in this review include real experiences with at least a MOOC (other learning scenarios sometimes claimed as MOOCs, such as blended courses, or online courses with access restrictions, are out of the scope of this analysis). Most studies on SRL in MOOCs share some common features: they are generally exploratory, based on one single MOOC and tend not to specify in which SRL model are grounded. The results reveal that high selfregulators engage in non-linear navigation and approach MOOCs as an informal learning opportunity. In general, they prefer setting specific goals based on knowledge development and control their learning through assignments.

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“…Relatively few studies, however, have attempted to utilise web-browser extensions in educational research. Among these few attempts are nStudy [26] and NoteMyProgress [27]. Both studies used tools designed to gather large sets of educational data to test conceptual models and theories, and to support self-regulation in massive open online courses.…”

Section: Self-regulated Learning Interventionsmentioning

confidence: 99%

Utilising a Virtual Learning Assistant as a Measurement and Intervention Tool for Self-Regulation in Learning

Pogorskiy

Beckmann

Joksimovíc

et al. 2018

2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)

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Online learning and massive open online courses are widely used in engineering and technology education. Engineering next-generation learning requires overcoming the potential constraints of online learning environments which necessitate higher levels of self-regulation than traditional classroom settings. This particular requirement demands that learners allocate their cognitive, metacognitive, affective and motivational resources to meet this need. Lack of self-regulation can affect learners' engagement with the course content, resulting in sub-optimal learning outcomes or failure to complete the course. This paper reports on the design of a virtual learning assistant and its implementation in online learning activities. This paper outlines the virtual assistant's use as a data collection tool and, further, proposes that the virtual learning assistant has the potential to be used as an assessment tool for self-regulatory skills, and as an intervention tool to support online learners' selfregulation in online learning.

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NoteMyProgress: A Tool to Support Learners’ Self-Regulated Learning Strategies in MOOC Environments

Abstract: Este documento contiene información de prueba. Contáctese con el administrador del Centro para el acceso al documento originar del registro.

Cited by 20 publications

References 4 publications

Self-Regulated Learning in Massive Online Open Courses: A State-of-the-Art Review

Self-Regulated Learning in Massive Online Open Courses: A State-of-the-Art Review

Self-regulated learning in MOOCs: lessons learned from a literature review

Utilising a Virtual Learning Assistant as a Measurement and Intervention Tool for Self-Regulation in Learning

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