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

Davis, D.J.; Chen, G.; Jivet, I.; Hauff, C.; Houben, G.J.P.M.

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

Conference paper (2016)

Authors

D.J. Davis Web Information Systems -

G. Chen Web Information Systems -

I. Jivet Student

C. Hauff Web Information Systems -

G.J.P.M. Houben Web Information Systems -

Research Group

Web Information Systems () (TU Delft)

Self-Regulated Learning Learning Analytics Learner Feedback Study Planning

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http://resolver.tudelft.nl/uuid:786f999b-0c85-45f9-88ab-4bdae7ed2b97

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Published Date

2016

Language

English

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Faculty

Electrical Engineering, Mathematics and Computer Science

Department

Software Technology

Research Group

Web Information Systems

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.