Characterizing Learners’ Engagement in MOOCs: An Observational Case Study Using the NoteMyProgress Tool for Supporting Self-Regulation

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dc.contributor.authorPérez Álvarez, Ronald Antonio
dc.contributor.authorMaldonado Mahauad, Jorge Javier
dc.contributor.authorSharma, K.
dc.contributor.authorSapunar Opazo, Diego Andrés
dc.contributor.authorPérez Sanagustín, Mar
dc.date.accessioned2022-05-20T13:51:19Z
dc.date.available2022-05-20T13:51:19Z
dc.date.issued2020
dc.description.abstractRecent research shows that learners who are able to self-regulate their learning show greater levels of engagement with massive open online course (MOOC) content. To improve support for learners in their self-regulatory processes, researchers have proposed technological solutions to transform recorded MOOC data into actionable knowledge. However, studies providing empirical evidence on how these solutions impact learners' engagement with the course and their self-regulatory behavior remain scarce. In this article, we present the results of an observational case study in which NoteMyProgress (NMP), a web-based tool designed to support learners' self-regulation in MOOCs, is applied as an intervention in two MOOCs. The main aim of this article is to provide insights into how the support of learners' self-regulated learning (SRL) strategies correlates with course engagement. We performed the evaluation using a sample of 263 learners and utilized distinct data sources in order to propose indicators for learners' engagement with the course and NMP. Results show a positive correlation between learners' final grades with NMP functionalities that support goal setting, organization (note taking), and self-reflection (social comparison) SRL strategies. Furthermore, we found no significant behavioral differences in how learners with low SRL and high SRL profiles engage with the course or NMP. Finally, we discuss how these results relate to prior work and the implications for future technological solutions that seek to promote engagement in MOOCs.
dc.fuente.origenIEEE
dc.identifier.doi10.1109/TLT.2020.3003220
dc.identifier.issn1939-1382
dc.identifier.urihttps://doi.org/10.1109/TLT.2020.3003220
dc.identifier.urihttps://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=9119871
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/64214
dc.information.autorucEscuela de Ingeniería ; Pérez Álvarez, Ronald Antonio ; S/I ; 1031026
dc.information.autorucEscuela de ingeniería ; Maldonado Mahauad, Jorge Javier ; S/I ; 1020263
dc.information.autorucEscuela de ingeniería ; Sapunar Opazo, Diego Andrés ; S/I ; 232414
dc.information.autorucEscuela de Ingeniería ; Pérez Sanagustín, Mar ; S/I ; 1015143
dc.issue.numero4
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final688
dc.pagina.inicio676
dc.revistaIEEE Transactions on Learning Technologies
dc.rightsacceso restringido
dc.subjectTools
dc.subjectMonitoring
dc.subjectTask analysis
dc.subjectPlanning
dc.subjectRegulation
dc.subjectMedical services
dc.titleCharacterizing Learners’ Engagement in MOOCs: An Observational Case Study Using the NoteMyProgress Tool for Supporting Self-Regulationes_ES
dc.typeartículo
dc.volumen13
sipa.codpersvinculados1031026
sipa.codpersvinculados1020263
sipa.codpersvinculados232414
sipa.codpersvinculados1015143
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