Retrieval Practice and Study Planning in MOOCs

Exploring Classroom-Based Self-regulated Learning Strategies at Scale

Conference paper (2016)

Authors

D.J. Davis Web Information Systems -

G. Chen Web Information Systems -

Tim van der Zee Universiteit Leiden

C. Hauff Web Information Systems -

G.J.P.M. Houben Web Information Systems -

Research Group

Web Information Systems () (TU Delft)

MOOC Self-regulated learning

More Info

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http://resolver.tudelft.nl/uuid:dc78d4bf-9e2f-4678-bede-d2624333a953

Published Date

2016

Language

English

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Faculty

Electrical Engineering, Mathematics and Computer Science

Department

Software Technology

Research Group

Web Information Systems

Abstract

Massive Open Online Courses (MOOCs) are successful in delivering educational resources to themasses, however, the current retention rates—well below 10%—indicate that they fall short in helping their audience become effective MOOC learners. In this paper, we report two MOOC studies we conducted in order to test the effectiveness of pedagogical strategies found to be beneficial in the traditional classroom setting: retrieval practice (i.e. strengthening course knowledge through actively recalling information) and study planning (elaborating on weekly study plans). In contrast to the classroom-based results, we do not confirm our hypothesis, that small changes to the standard MOOC design can teach MOOC learners valuable self-regulated learning strategies.