期刊名称：Australasian Journal of Educational Technology
印刷版ISSN：1449-3098
电子版ISSN：1449-5554
出版年度：2021
卷号：37
期号：3
页码：56-70
DOI：10.14742/ajet.6150
语种：English
出版社：Australasian Society for Computers in Learning in Tertiary Education
摘要：Massive open online courses (MOOCs) require registered learners to be autonomous in their learning. Nevertheless, prior research studies showed that many learners lack the necessary self-regulated learning (SRL) skills to succeed in MOOCs. This research study aimed to gain insights into the relationships that e10.14742/ajet.ist between SRL and background information from MOOC learners. To this end, a series of three MOOCs on computer programming offered through ed10.14742/ajet. were used to collect self-reported data from learners using an adaptation of the Motivated Strategies for Learning Questionnaire. Results show significant differences in general learning strategies and motivation by continent, prior computing e10.14742/ajet.perience and percentage of completed MOOCs. Men reported higher motivation than women, whereas pre-university learners needed further guidance to improve their learning strategies.
