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Exploring Self-Regulated Learner Pro...

Tang, Hengtao.

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Exploring Self-Regulated Learner Profiles in MOOCs: A Comparative Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Self-Regulated Learner Profiles in MOOCs: A Comparative Study./
作者:	Tang, Hengtao.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	134 p.
附註:	Source: Dissertation Abstracts International, Volume: 80-08(E), Section: A.
Contained By:	Dissertation Abstracts International80-08A(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13871931
ISBN:	9781392040362

Exploring Self-Regulated Learner Profiles in MOOCs: A Comparative Study.
Tang, Hengtao.

Exploring Self-Regulated Learner Profiles in MOOCs: A Comparative Study. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 134 p.

Source: Dissertation Abstracts International, Volume: 80-08(E), Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2018.

Massive Open Online Courses (MOOCs) have received considerable attention with some scholars claiming they have the potential of opening up access to higher education, but whether MOOCs will be able to fulfill their educational potential remains uncertain. Learning in MOOCs requires learners to self-regulate their learning process to accomplish their personal goals. Thus, more attention has been paid to investigating how self-regulated learning relates to learner performance in MOOCs. However, existing research has overlooked a person-centered analysis of the difference between online learners in implementing self-regulated learning strategies within MOOCs. Without understanding this difference, educators are unlikely to provide efficient self-regulative interventions relevant to each type of self-regulated learners. To fill this gap, this research applied learning analytics to explore learner profiles of how they performed self-regulated learning in MOOCs. Using K-means clustering analysis, this research revealed three different self-regulated learner profiles: all-around self-regulated learners, less reflective self-regulated learners, and control-oriented self-regulated learners. The subsequent analysis indicated that all-around self-regulated learners were more likely to outperform the other two clusters of learners in course performance, completion, and also forum contributions. In addition, using the comparative method, this research investigated the cultural influence on self-regulated learner profiles and proposed empirical implications for culturally adaptive support to help different types of self-regulated learners succeed in MOOCs. Furthermore, this study compared the profiles of self-regulated learners from the Confucian Heritage Cultural countries and the United States, but no significant difference was found in this aspect. In summary, this research is significant in filling the existing gap of the person-centered view of self-regulated learner profiles. The findings of this research may prove to be important in the effort to reinforce the success of MOOCs, by offering empirical implications on self-regulative intervention design and cultural adaptive support. Additional implications for educators and practitioners are provided at the end of this research.

ISBN: 9781392040362Subjects--Topical Terms:

517670
Educational technology.

Exploring Self-Regulated Learner Profiles in MOOCs: A Comparative Study.
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