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.
This paper examines the determinants of educational outcomes in Yaroslavl, Russia. Previous findings for this country point out that parents’ educational level and income are the main explanatory variables. To investigate these factors, in 2009 we applied a questionnaire to a random sample of two thousand ninth grade students from 65 schools. We performed a regression analysis with ordinary lest squares and Newey-West robust standard errors and probit analysis. We found that the most common explanatory variables, family resources (including cultural capital, social capital and socioeconomic status), have a small but statistically significant positive effect on educational achievements and trajectories.
E-learning development comes with an increased attention to its quality that is managed via the control over not only the learners’ knowledge but over the learning process, its organization and applied tools. This paper covers Tomsk State University experience in MOOC quality evaluation, in particular popular science MOOCs and specialized ones. The quality evaluation system implies the evaluation of the MOOC materials, the learning process and the results.
This paper studies the determinants of educational outcomes in the Republic of Tatarstan, Russia. Using principle component analysis, least squares with robust standard errors, and probit models, I found that family resources, including socioeconomic status, cultural and social capital, show a statistically significant effect on educational achievements and plans about educational trajectories. However, little of the variation in the dependent variables can be explained by variation in family resources. In Tatarstan, as in developed countries, family resources have a low influence on educational outcomes. Moreover, school quality, gender, nationality, peers, health, plans about future work, and other physical and psychological factors play important roles in influencing educational outcomes. Girls obtain better results than boys, and Tatar speakers show higher educational achievements than Russian speakers.
The author’s views on the essence of educational objectives and outcomes, on their interrelation in the area of general education, on specifics of pedagogical goal-setting, on the structure of the hierarchical system of educational objectives have been forming throughout almost 60 years of professional educational work. He represents common objectives of school education as a three-level system: development of the ability to choose some lifestyle that is appropriate to the current society development trends; shaping the experience of solving cognitive, communicative and other problems relevant to students without assistance; learning of work methods that are applicable to school practice and beyond it.
Successful online learning if we look outside the didactics but in the field of personal development, from the anthropological bases, is in learner’s identification as an active subject of the learning process. Activities that online learners perform correlate with the characteristics of the subjectness that researchers revealed: spotting one’s own gaps in the educational environment and one’s educational needs, satisfying them and enhancing one’s competence by means of online learning (ability to change the environment and oneself inside that, reflexive way of life, realizing the principle of development), searching, selecting and studying online courses on one’s own, supported first and foremost by the intrinsic motivation (initiative), ability to plan and analyze one’s activity or inaction in the course, managing the requirements and the deadlines of the assignments, as well as readiness to accept the consequences of one’s choice (responsibility). Therefore, successful online learners (those who study on their own, cope with the tasks in time and in a proper way, achieve expected results) are characterized with such a subjectness that is based on a set of general-cultural and general-professional competencies that should be formed. To define the set of competencies, which an online learner needs to become successful and to study learners’ attitude to them, we have done a competency-based test (self-assessment questionnaire) in September - November 2017. The respondents were 2060 learners from TSU online courses offered on three e-learning platforms (population is 80938). Learners responded that the following general-cultural competencies are of much help for them in online learning: readiness to self-development, self-realization and using one’s own creativity (69,7%), ability to organize and educate oneself (53,3%), ability to acquire new scientific and professional knowledge using modern educational and informational technologies (62,3%), as well as ability to imply means and methods of learning and self-control over one’s intellectual development, increasing one’s cultural level and professional competence (50,2%). Among general-professional competencies the learners replied that the most useful competencies for online learning are computer skills for receiving, processing and managing information (79,5%), ability to work with the main retrieval query systems (60,2%), ability to search for scientific information, perform its critical analysis, to set research objectives and choosing appropriate methods and technologies to achieve them (59,3%), ability to critically analyze the learning process and training materials from the point of view of their effectiveness (54%) and ability to use polite manners in oral and written speech (21,9%). At the same time, the respondents define general-cultural competencies as more significant. Therefore, the survey results proved our idea that successful online learning requires firstly, a set of general-cultural competences (those which are connected to the learner’s personal development and his/ her subjectness in the learning process) and secondly, a set of general-professional competencies to be formed. This led us to the idea that assessing learner’s level of the general-cultural competences we can predict his/ her future success in taking online courses.