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Retrieval Practice and Study Planning in MOOCs

Exploring Classroom-Based Self-regulated Learning Strategies at Scale

Conference Paper (2016)
Author(s)

D.J. Davis (TU Delft - Electrical Engineering, Mathematics and Computer Science)

Guanliang Chen (TU Delft - Electrical Engineering, Mathematics and Computer Science)

Tim van der Zee (Universiteit Leiden)

Claudia Hauff (TU Delft - Electrical Engineering, Mathematics and Computer Science)

Geert Jan Houben (TU Delft - Electrical Engineering, Mathematics and Computer Science)

Research Group
Web Information Systems
DOI related publication
https://doi.org/10.1007/978-3-319-45153-4_5 Final published version
More Info
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Publication Year
2016
Language
English
Research Group
Web Information Systems
Pages (from-to)
57-71
Publisher
Springer
ISBN (print)
978-3-319-45152-7
ISBN (electronic)
978-3-319-45153-4
Event
11th European Conference on Technology-Enhanced Learning, EC-TEL 2016 (2016-09-13 - 2016-09-16), Lyon, France
Downloads counter
102

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.