The Relationship among Motivation, Self-Monitoring, Self-Management, and Learning Strategies of MOOC Learners

Autor/inn/en	Zhu, Meina; Doo, Min Young
Titel	The Relationship among Motivation, Self-Monitoring, Self-Management, and Learning Strategies of MOOC Learners
Quelle	In: Journal of Computing in Higher Education, 34 (2022) 2, S.321-342 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhu, Meina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/s12528-021-09301-2
Schlagwörter	Student Motivation; Self Management; Online Courses; Learning Strategies; Large Group Instruction; Students + Suchen Sie Ihr Suchwort? Schulische Motivation; Selbstmanagement; Online course; Online-Kurs; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Student; Schüler; Schülerin; Studentin
Abstract	In massive open online learning courses (MOOCs) with a low instructor-student ratio, students are expected to have self-directed learning abilities. This study investigated the relationship among motivation, self-monitoring, self-management, and MOOC learners' use of learning strategies. An online survey was embedded at the end of three MOOCs with large enrollments asking for learners' voluntary participation in the study. The survey results from 470 participants indicated that motivation positively influenced self-monitoring, self-management, and learning strategies. In addition, self-monitoring and self-management did not affect the utilization of learning strategies. This underscores learners' motivation and the need to encourage them to adopt appropriate learning strategies for successful learning. The results also revealed that self-monitoring positively affected self-management. The findings highlight the critical need to enhance self-monitoring skills to further promote self-management skills in MOOCs. In addition, self-monitoring and self-management did not encourage learners to use related learning strategies in this study. This study should be extended to investigate practical ways to encourage MOOC learners to adopt learning strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01