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

• Published in: IEEE transactions on learning technologies Vol. 13; no. 4; pp. 676 - 688
• Main Authors: Antonio Perez-Alvarez, Ronald, Maldonado-Mahauad, Jorge, Sharma, Kshitij, Sapunar-Opazo, Diego, Perez-Sanagustin, Mar
• Format: Journal Article
• Language: English
• Published: Piscataway IEEE 01.10.2020; Institute of Electrical and Electronics Engineers, Inc; The Institute of Electrical and Electronics Engineers, Inc. (IEEE); Institute of Electrical and Electronics Engineers
• Subjects: Case studies; Correlation; Dashboard; data capture; Educational Technology; engagement; Goal Orientation; Grades (Scholastic); Humanities and Social Sciences; Intervention; Large Group Instruction; Learner Engagement; Learning; learning engagement; Learning Strategies; massive open online courses (MOOCs); Medical services; Monitoring; MOOCs; Notetaking; Online Courses; Online instruction; Planning; Program Effectiveness; Reflection; Regulation; Self Management; self-regulated learning (SRL); Student Characteristics; Task analysis; Technology Uses in Education
• ISSN: 1939-1382; 1939-1382; 2372-0050
• DOI: 10.1109/TLT.2020.3003220

Recent 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.