@inproceedings{dc78d4bf9e2f4678beded2624333a953,
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 = "D.J. Davis and Guanliang Chen and {van der Zee}, Tim and Claudia Hauff and Houben, {Geert Jan}",
year = "2016",
doi = "10.1007/978-3-319-45153-4_5",
language = "English",
isbn = "978-3-319-45152-7",
series = "Lecture Notes in Computer Science",
publisher = "Springer",
pages = "57--71",
editor = "Katrien Verbert and Mike Sharples and Toma{\v z} Klobu{\v c}ar",
booktitle = "Adaptive and Adaptable Learning",
note = "11th European Conference on Technology-Enhanced Learning, EC-TEL 2016 ; Conference date: 13-09-2016 Through 16-09-2016",
}