Context counts: How learners' contexts influence learning in a MOOC

• Published in: Computers and education Vol. 91; pp. 83 - 91
• Main Authors: Hood, Nina, Littlejohn, Allison, Milligan, Colin
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 15.12.2015
• Subjects: Adult learning; Computer assisted instruction; Counting; Distance education; Education; Learning; MOOCs; Online; Online learning; Professional learning; Self-regulated learning; Adult learning; Self-regulated learning; Professional learning; Online learning; MOOCs
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2015.10.019

Massive Open Online Courses (MOOCs) require individual learners to self-regulate their own learning, determining when, how and with what content and activities they engage. However, MOOCs attract a diverse range of learners, from a variety of learning and professional contexts. This study examines how a learner's current role and context influences their ability to self-regulate their learning in a MOOC: Introduction to Data Science offered by Coursera. The study compared the self-reported self-regulated learning behaviour between learners from different contexts and with different roles. Significant differences were identified between learners who were working as data professionals or studying towards a higher education degree and other learners in the MOOC. The study provides an insight into how an individual's context and role may impact their learning behaviour in MOOCs. •A learner's current context and role influences overall self-regulation in a MOOC.•The contextualisation of learning activities promotes self-regulated learning.•Connecting learning in MOOCs to ‘real-world’ contexts makes learning more accessible.