Encouraging metacognition and self-regulation in MOOCs through increased learner feedback

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

Research output: Chapter in Book/Report/Conference proceedingConference PaperOther

20 Citations (Scopus)


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 reection and self-regulation. We also present some preliminary findings which show how exposure to feedback can significantly increase student success and engagement.

Original languageEnglish
Title 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
Place of PublicationAachen Germany
Number of pages6
Publication statusPublished - 2016
Externally publishedYes
EventLAK Workshop on Learning Analytics for Learners 2016 - Edinburgh, United Kingdom
Duration: 26 Apr 201626 Apr 2016
http://lak16.solaresearch.org/?page_id=319 (Website)
http://ceur-ws.org/Vol-1596/ (Proceedings)

Publication series

NameCEUR Workshop Proceedings
ISSN (Print)1613-0073


ConferenceLAK Workshop on Learning Analytics for Learners 2016
Abbreviated titleLAK 2016
CountryUnited Kingdom
Internet address


  • Learner feedback
  • Learning analytics
  • Self-regulated learning
  • Study planning

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