Self–regulated learning and successful MOOC completion
MOOCs (Massive Open Online Courses) were considered as a disruptive innovation in education. However, they suffer from low completion rates. This raises a question about learning skills of MOOCs users. It was indicated that self-regulated learning (SRL) skills are critically important in online–environment because learners should plan, manage and control their learning activities in order to finish MOOC successfully. However, researches have not treated SRL in much detail. The research was conducted in 24 MOOCs offered by National Research University Higher School of Economics on the National Platform Open Education in 2017. A total of 2815 learners participated in the study and completed an online–survey, which consisted of demographic questions and the self-regulated learning questionnaire. This work builds on the SRL framework, proposed by Zimmerman, which describes learners’ actions during the process of study. In this paper, a more detailed approach to access the association between SRL and educational outcomes of MOOCs learners was implemented. As a result, only one SRL phase, which is forethought, is statistically significant in the regression model, while performance and self– reflection do not predict learners’ success. According to the research results, such SRL sub–processes as goal–setting, self–efficacy, and task value are the most helpful for MOOC completion. This conclusion can be useful for future interventions in MOOCs.