This item relates to other recent work on the same topic mentioned in OLDaily, for example Jensen, et al., or Gafaro, or Handoko, et al., all of which look at self-regulated learning in MOOCs. This article (27 page PDF) looks at self-regulated learning (SRL) in the context of the eLDa MOOC platform (which, frankly, is not that new), which was "developed with the first-stage objectives of (a) supporting two modes of engagement (self-directed and instructor-led) and (b) collecting user data, in particular on SRL skills, learner preferences and chosen learning paths." The idea is that "Learners can decide whether they wish to tackle that lesson with their current knowledge of prerequisites or whether they would prefer to review the suggested earlier lesson(s) first." The study is small, and so any results should be considered preliminary, and the main value of the paper is the description of the eLDa MOOC platform design.
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