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 languageEnglish
Title of host publicationAdaptive and Adaptable Learning
Subtitle of host publication11th European Conference on Technology Enhanced Learning, EC-TEL 2016
EditorsKatrien Verbert, Mike Sharples, Tomaž Klobučar
Place of PublicationCham
Number of pages15
ISBN (Electronic)978-3-319-45153-4
ISBN (Print)978-3-319-45152-7
Publication statusPublished - 2016
Event11th European Conference on Technology-Enhanced Learning, EC-TEL 2016 - Lyon, France
Duration: 13 Sep 201616 Sep 2016

Publication series

NameLecture Notes in Computer Science
ISSN (Print)0302-9743


Conference11th European Conference on Technology-Enhanced Learning, EC-TEL 2016

    Research areas

  • MOOC, Self-regulated learning

ID: 10683090