Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback

Abstract

Learning analytics for learners has the ability to greatly improve learners' self-regulation. Current learner dashboards are mostly providing learners with an isolated view of their learning behavior, while we believe learners will gain more
from a comparison of their own behavior with that of successful peer learners. In this work-in-progress demonstration we describe our design of a Learning Tracker widget that provides MOOC learners with timely and goal-oriented (i.e. towards passing the course) feedback in a manner that encourages reflection and self-regulation. We also present some preliminary ndings which show how exposure to feedback can signicantly increase student success and engagement.