Retrieval practice and study planning in MOOCs: exploring classroom-based self-regulated learning strategies at scale

Dan Davis; Guanliang Chen; Tim van der Zee; Claudia Hauff; Geert-Jan Houben

doi:10.1007/978-3-319-45153-4_5

Retrieval practice and study planning in MOOCs: exploring classroom-based self-regulated learning strategies at scale

Dan Davis
, Guanliang Chen
, Tim van der Zee
, Claudia Hauff
, Geert-Jan Houben

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

47 Citations (Scopus)

Abstract

Massive Open Online Courses (MOOCs) are successful in delivering educational resources to themasses, however, the current retention rates—well below 10%—indicate that they fall short in helping their audience become effective MOOC learners. In this paper, we report two MOOC studies we conducted in order to test the effectiveness of pedagogical strategies found to be beneficial in the traditional classroom setting: retrieval practice (i.e. strengthening course knowledge through actively recalling information) and study planning (elaborating on weekly study plans). In contrast to the classroom-based results, we do not confirm our hypothesis, that small changes to the standard MOOC design can teach MOOC learners valuable self-regulated learning strategies.

Original language	English
Title of host publication	Adaptive and Adaptable Learning
Subtitle of host publication	11th European Conference on Technology Enhanced Learning, EC-TEL 2016 Lyon, France, September 13–16, 2016 Proceedings
Editors	Katrien Verbert, Mike Sharples, Tomaž Klobučar
Place of Publication	Cham Switzerland
Publisher	Springer
Pages	57-71
Number of pages	15
ISBN (Electronic)	9783319451534
ISBN (Print)	9783319451527
DOIs	https://doi.org/10.1007/978-3-319-45153-4_5
Publication status	Published - 2016
Externally published	Yes
Event	European Conference on Technology Enhanced Learning (EC-TEL) 2016 - Lyon, France Duration: 13 Sept 2016 → 16 Sept 2016 Conference number: 11th http://ectel2016.httc.de/index.php?id=753 https://link.springer.com/book/10.1007/978-3-319-45153-4 (Proceedings)

Publication series

Name	Lecture Notes in Computer Science
Publisher	Springer
Volume	9891
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Conference

Conference	European Conference on Technology Enhanced Learning (EC-TEL) 2016
Abbreviated title	EC-TEL 2016
Country/Territory	France
City	Lyon
Period	13/09/16 → 16/09/16
Internet address	http://ectel2016.httc.de/index.php?id=753 https://link.springer.com/book/10.1007/978-3-319-45153-4 (Proceedings)

Keywords

MOOC
Self-regulated learning

Access to Document

10.1007/978-3-319-45153-4_5

Cite this

Davis, D., Chen, G., van der Zee, T., Hauff, C., & Houben, G.-J. (2016). Retrieval practice and study planning in MOOCs: exploring classroom-based self-regulated learning strategies at scale. In K. Verbert, M. Sharples, & T. Klobučar (Eds.), Adaptive and Adaptable Learning : 11th European Conference on Technology Enhanced Learning, EC-TEL 2016 Lyon, France, September 13–16, 2016 Proceedings (pp. 57-71). (Lecture Notes in Computer Science; Vol. 9891 ). Springer. https://doi.org/10.1007/978-3-319-45153-4_5

Davis, Dan ; Chen, Guanliang ; van der Zee, Tim et al. / Retrieval practice and study planning in MOOCs : exploring classroom-based self-regulated learning strategies at scale. Adaptive and Adaptable Learning : 11th European Conference on Technology Enhanced Learning, EC-TEL 2016 Lyon, France, September 13–16, 2016 Proceedings. editor / Katrien Verbert ; Mike Sharples ; Tomaž Klobučar. Cham Switzerland : Springer, 2016. pp. 57-71 (Lecture Notes in Computer Science).

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title = "Retrieval practice and study planning in MOOCs: exploring classroom-based self-regulated learning strategies at scale",

abstract = "Massive Open Online Courses (MOOCs) are successful in delivering educational resources to themasses, however, the current retention rates—well below 10\%—indicate that they fall short in helping their audience become effective MOOC learners. In this paper, we report two MOOC studies we conducted in order to test the effectiveness of pedagogical strategies found to be beneficial in the traditional classroom setting: retrieval practice (i.e. strengthening course knowledge through actively recalling information) and study planning (elaborating on weekly study plans). In contrast to the classroom-based results, we do not confirm our hypothesis, that small changes to the standard MOOC design can teach MOOC learners valuable self-regulated learning strategies.",

keywords = "MOOC, Self-regulated learning",

author = "Dan Davis and Guanliang Chen and \{van der Zee\}, Tim and Claudia Hauff and Geert-Jan Houben",

year = "2016",

doi = "10.1007/978-3-319-45153-4\_5",

language = "English",

isbn = "9783319451527",

series = "Lecture Notes in Computer Science",

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pages = "57--71",

editor = "Katrien Verbert and Mike Sharples and Toma{\v z} Klobu{\v c}ar",

booktitle = "Adaptive and Adaptable Learning",

address = "Switzerland",

note = "European Conference on Technology Enhanced Learning (EC-TEL) 2016, EC-TEL 2016 ; Conference date: 13-09-2016 Through 16-09-2016",

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Davis, D, Chen, G, van der Zee, T, Hauff, C & Houben, G-J 2016, Retrieval practice and study planning in MOOCs: exploring classroom-based self-regulated learning strategies at scale. in K Verbert, M Sharples & T Klobučar (eds), Adaptive and Adaptable Learning : 11th European Conference on Technology Enhanced Learning, EC-TEL 2016 Lyon, France, September 13–16, 2016 Proceedings. Lecture Notes in Computer Science, vol. 9891 , Springer, Cham Switzerland, pp. 57-71, European Conference on Technology Enhanced Learning (EC-TEL) 2016, Lyon, France, 13/09/16. https://doi.org/10.1007/978-3-319-45153-4_5

Retrieval practice and study planning in MOOCs: exploring classroom-based self-regulated learning strategies at scale. / Davis, Dan; Chen, Guanliang; van der Zee, Tim et al.
Adaptive and Adaptable Learning : 11th European Conference on Technology Enhanced Learning, EC-TEL 2016 Lyon, France, September 13–16, 2016 Proceedings. ed. / Katrien Verbert; Mike Sharples; Tomaž Klobučar. Cham Switzerland: Springer, 2016. p. 57-71 (Lecture Notes in Computer Science; Vol. 9891 ).

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

TY - GEN

T1 - Retrieval practice and study planning in MOOCs

T2 - European Conference on Technology Enhanced Learning (EC-TEL) 2016

AU - Davis, Dan

AU - Chen, Guanliang

AU - van der Zee, Tim

AU - Hauff, Claudia

AU - Houben, Geert-Jan

N1 - Conference code: 11th

PY - 2016

Y1 - 2016

N2 - Massive Open Online Courses (MOOCs) are successful in delivering educational resources to themasses, however, the current retention rates—well below 10%—indicate that they fall short in helping their audience become effective MOOC learners. In this paper, we report two MOOC studies we conducted in order to test the effectiveness of pedagogical strategies found to be beneficial in the traditional classroom setting: retrieval practice (i.e. strengthening course knowledge through actively recalling information) and study planning (elaborating on weekly study plans). In contrast to the classroom-based results, we do not confirm our hypothesis, that small changes to the standard MOOC design can teach MOOC learners valuable self-regulated learning strategies.

AB - Massive Open Online Courses (MOOCs) are successful in delivering educational resources to themasses, however, the current retention rates—well below 10%—indicate that they fall short in helping their audience become effective MOOC learners. In this paper, we report two MOOC studies we conducted in order to test the effectiveness of pedagogical strategies found to be beneficial in the traditional classroom setting: retrieval practice (i.e. strengthening course knowledge through actively recalling information) and study planning (elaborating on weekly study plans). In contrast to the classroom-based results, we do not confirm our hypothesis, that small changes to the standard MOOC design can teach MOOC learners valuable self-regulated learning strategies.

KW - MOOC

KW - Self-regulated learning

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DO - 10.1007/978-3-319-45153-4_5

M3 - Conference Paper

AN - SCOPUS:84988476706

SN - 9783319451527

T3 - Lecture Notes in Computer Science

SP - 57

EP - 71

BT - Adaptive and Adaptable Learning

A2 - Verbert, Katrien

A2 - Sharples, Mike

A2 - Klobučar, Tomaž

PB - Springer

CY - Cham Switzerland

Y2 - 13 September 2016 through 16 September 2016

ER -

Davis D, Chen G, van der Zee T, Hauff C, Houben GJ. Retrieval practice and study planning in MOOCs: exploring classroom-based self-regulated learning strategies at scale. In Verbert K, Sharples M, Klobučar T, editors, Adaptive and Adaptable Learning : 11th European Conference on Technology Enhanced Learning, EC-TEL 2016 Lyon, France, September 13–16, 2016 Proceedings. Cham Switzerland: Springer. 2016. p. 57-71. (Lecture Notes in Computer Science). doi: 10.1007/978-3-319-45153-4_5

Retrieval practice and study planning in MOOCs: exploring classroom-based self-regulated learning strategies at scale

Abstract

Publication series

Conference

Keywords

Access to Document

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