Student Perception of a Learner Dashboard in MOOCs to Encourage Self-Regulated Learning

The Role of Self-directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning

“…Pellas (2014) found a positive relationship between the metacognitive awareness levels of students registered in online learning at a university and their attitudes towards online learning. Metacognitive awareness is critical to achieve in the online learning process (Cervin-Ellqvist et al, 2020;Rohloff et al, 2019). Metacognitive skills are the key and are mostly-used by achieving online learners (Liu & Feng, 2011;Reisoglu et al, 2020).…”

What Do MOOC Dashboards Present to Learners?

“…Furthermore, they found that even having limited understanding of the visualizations, participants request further information about visualizations and the underlying algorithms (Alabi & Hatala, 2017). Similarly, Rohloff et al (2019) found that participants in a MOOC were asking for additional explanations of the visualizations on the dashboard. In addition, the question of the impact of learning dashboards on learning processes and outcomes is of interest.…”

“…Research and reviews about learning analytics within MOOCs have already been conducted (Moissa et al, 2015) but are limited regarding analyzing learning dashboards. Rohloff et al (2019) evaluated a redesigned MOOC dashboard for students and found high agreement on usability and usefulness of the dashboard. In addition, their participants considered that the dashboard supported their self-regulation through monitoring, reflection, and changing of learning behavior plus increasing their motivation for planning (Rohloff et al, 2019).…”

“…Rohloff et al (2019) evaluated a redesigned MOOC dashboard for students and found high agreement on usability and usefulness of the dashboard. In addition, their participants considered that the dashboard supported their self-regulation through monitoring, reflection, and changing of learning behavior plus increasing their motivation for planning (Rohloff et al, 2019). For developing a new dashboard for EduOpen, Dipace et al (2019) analyzed the student and instructor dashboards of three major platforms and found that learning dashboards visualized students' courses, their progress (Coursera, EdX) or achievements (FutureLearn), messages (Coursera), or discussions (EdX) (Dipace et al, 2019).…”

“…As introduced above, learning dashboards are considered to help learners focusing on their individual learning process, especially self-regulated learning. Learning dashboards in MOOCs are rare (Rohloff et al, 2019), research analyzing learning dashboards using a theoretical framework is scarce (Jivet et al, 2018;Verbert et al, 2020), and MOOCs also call for learning theory foundation for further development (Schuwer et al, 2015). The more effectively learners identify the auxiliary effects of MOOCs' participants (including peer, instructors, platform designers, and learners' past learning trajectory), the more possibly learners improve their own learning paths appropriately.…”