Zhu Meina, Doo Min Young
Learning Design and Technology, Wayne State University, 365 Education Building, 5425 Gullen Mall, Detroit, MI 48202 USA.
Department of Education, College of Education, Kangwon National University, Chuncheon-si, Korea.
J Comput High Educ. 2022;34(2):321-342. doi: 10.1007/s12528-021-09301-2. Epub 2021 Nov 2.
In massive open online learning courses (MOOCs) with a low instructor-student ratio, students are expected to have self-directed learning abilities. This study investigated the relationship among motivation, self-monitoring, self-management, and MOOC learners' use of learning strategies. An online survey was embedded at the end of three MOOCs with large enrollments asking for learners' voluntary participation in the study. The survey results from 470 participants indicated that motivation positively influenced self-monitoring, self-management, and learning strategies. In addition, self-monitoring and self-management did not affect the utilization of learning strategies. This underscores learners' motivation and the need to encourage them to adopt appropriate learning strategies for successful learning. The results also revealed that self-monitoring positively affected self-management. The findings highlight the critical need to enhance self-monitoring skills to further promote self-management skills in MOOCs. In addition, self-monitoring and self-management did not encourage learners to use related learning strategies in this study. This study should be extended to investigate practical ways to encourage MOOC learners to adopt learning strategies.
在师生比例较低的大规模在线开放课程（MOOC）中，学生应具备自主学习能力。本研究调查了动机、自我监控、自我管理与MOOC学习者学习策略使用之间的关系。在三门大规模招生的MOOC课程结束时嵌入了一项在线调查，邀请学习者自愿参与该研究。470名参与者的调查结果表明，动机对自我监控、自我管理和学习策略有积极影响。此外，自我监控和自我管理并未影响学习策略的运用。这凸显了学习者的动机以及鼓励他们采用适当学习策略以实现成功学习的必要性。结果还显示，自我监控对自我管理有积极影响。研究结果突出了迫切需要提高自我监控技能，以进一步提升MOOC中的自我管理技能。此外，在本研究中，自我监控和自我管理并未促使学习者使用相关学习策略。本研究应加以扩展，以探究鼓励MOOC学习者采用学习策略的实际方法。
