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Exploring self-regulated learning choices in a customisable learning pathway MOOC ARTICLE

Australasian Journal of Educational Technology Volume 34, Number 1, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

Open online courses provide a unique opportunity to examine learner preferences in an environment that removes several pressures associated with traditional learning. This mixed methods study sought to examine the pathways that learners will create for themselves when given the choice between an instructor-directed modality and learner-directed modality. Study participants were first examined based on their levels of self-regulated learning. Follow-up qualitative interviews were conducted to examine the choices that participants made, the impact of the course design on those choices, and what role self-regulation played in the process. The resulting analysis revealed that participants desired an overall learning experience that was tailored to personal learning preferences, but that technical and design limitations can create barriers in the learning experience. The results from this research can help shape future instructional design efforts that wish to increase learner agency and choice in the educational process

Citation

Crosslin, M. (2018). Exploring self-regulated learning choices in a customisable learning pathway MOOC. Australasian Journal of Educational Technology, 34(1),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved September 22, 2018 from .

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