Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback

Dan Davis, Guanliang Chen, Ioana Jivet, Claudia Hauff, Geert-Jan Houben

Research output: Chapter in Book/Conference proceedings/Edited volumeConference contributionScientificpeer-review

20 Citations (Scopus)

Abstract

Learning analytics for learners has the ability to greatly improve learners' self-regulation. Current learner dashboards are mostly providing learners with an isolated view of their learning behavior, while we believe learners will gain more
from a comparison of their own behavior with that of successful peer learners. In this work-in-progress demonstration we describe our design of a Learning Tracker widget that provides MOOC learners with timely and goal-oriented (i.e. towards passing the course) feedback in a manner that encourages reflection and self-regulation. We also present some preliminary ndings which show how exposure to feedback can signicantly increase student success and engagement.
Original languageEnglish
Title of host publicationLAL 2016 - Learning Analytics for Learners
Subtitle of host publicationProceedings of the LAK 2016 Workshop on Learning Analytics for Learners
EditorsSusan Bull, Blandine M. Ginon, Judy Kay, Michael D. Kickmeier-Rust, Matthew D. Johnson
PublisherCEUR
Pages17-22
Number of pages6
Publication statusPublished - 1 Apr 2016

Publication series

NameCEUR Workshop Proceedings
Volume1596
ISSN (Print)1613-0073

Keywords

  • Learner Feedback
  • Learning Analytics
  • Self-Regulated Learning
  • Study Planning

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  • Cite this

    Davis, D., Chen, G., Jivet, I., Hauff, C., & Houben, G-J. (2016). Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback. In S. Bull, B. M. Ginon, J. Kay, M. D. Kickmeier-Rust, & M. D. Johnson (Eds.), LAL 2016 - Learning Analytics for Learners: Proceedings of the LAK 2016 Workshop on Learning Analytics for Learners (pp. 17-22). (CEUR Workshop Proceedings; Vol. 1596). CEUR.