Analysing self-regulated learning strategies of MOOC learners through self-reported data

Massive open online courses (MOOCs) require registered learners to be autonomous in their learning. Nevertheless, prior research studies showed that many lack the necessary self-regulated learning (SRL) skills succeed MOOCs. This study aimed gain insights into relationships exist between SRL and background information from MOOC learners. To this end, a series of three MOOCs on computer programming offered through edX were used collect self-reported data using an adaptation Motivated Strategies for Learning Questionnaire. Results show significant differences general strategies motivation by continent, computing experience percentage completed Men reported higher than women, whereas pre-university needed further guidance improve strategies.