Exploring the link between self?regulated learning and learner behaviour in a massive open online course

Background Learners in Massive Open Online Courses (MOOCs) are presented with great autonomy over their learning process. must engage self-regulated (SRL) to handle this autonomy. It is assumed that learners' SRL, through monitoring and control, influences behaviour within the MOOC environment (e.g., watching videos). The exact relationship between SRL learner has however not been investigated. Objectives We explored whether differences related a MOOC. As insight could improve our understanding of influence on behaviour, help explain variety online be useful for development successful support learners. Methods learners were grouped based self-reported SRL. Next, we used process mining create models activities. These compared groups Results conclusions Four clusters emerged: average regulators, seekers, self-regulators, weak regulators. all closely followed designed course structure. However, also showed which linked scores clusters. Takeaways study shows may part variability behaviour. Implications design interventions include necessity integrate regulators