STUDENTS' SELF-REGULATED LEARNING IN MOOCS: A CASE STUDY AT A HIGHER EDUCATION INSTITUTION IN VIETNAM

DOI: 10.18173/2354-1075.2023-0082

Tóm tắt

With the increase in the enrollment rates in Massive open online courses (MOOCs), learners can apply different self-regulated learning strategies (SRL) and approaches to support their learning. This study investigates the SRL strategies that learners use in a MOOC at a university in Hanoi, Vietnam, with a special focus on how learners' motivations for taking the MOOC impact their behaviour and application of SRL strategies. A mixed-method analysis of the learning behaviours of 40 university students in the MOOC was followed by interviews with 6 individuals. The data shows differences in the behaviour and employment of SRL strategies between the two groups of high and low self-regulators. Learners' motivations and goals were discovered to determine how they visualised the aim of learning in the MOOC and influence their perspective of the MOOC learning process. The findings have implications for designing effective instructional approaches, fostering learner autonomy, and enhancing metacognitive strategies to support students in becoming more self-regulated and successful language learners.