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A Tri-Phenomenon Perspective to Mitigate MOOCs' High Dropout Rates: The Role of Technical, Pedagogical, and Contextual Factors on Language Learners' L2 Motivational Selves, and Learning Approaches to MOOC
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Amir Reza Rahimi – Smart Learning Environments, 2024
MOOC attrition rates have become a research hotspot in open and online education, requiring researchers to pinpoint psychological, technological, pedagogical, and technical factors that could mitigate this problem. For this aim, the current study applied a tri-phenomenon approach to explore language learners' perceptions of support coupled with…
Descriptors: Foreign Countries, English Language Learners, MOOCs, Student Attrition
Analysing Self-Regulated Learning Strategies of MOOC Learners through Self-Reported Data
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Alonso-Mencía, M. Elena; Alario-Hoyos, Carlos; Estévez-Ayres, Iria; Delgado Kloos, Carlos – Australasian Journal of Educational Technology, 2021
Massive open online courses (MOOCs) require registered learners to be autonomous in their learning. Nevertheless, prior research studies showed that many learners lack the necessary self-regulated learning (SRL) skills to succeed in MOOCs. This research study aimed to gain insights into the relationships that exist between SRL and background…
Descriptors: Self Management, Independent Study, Learning Strategies, Online Courses
Patterns of Participation in Canadian Literacy and Upgrading Programs: Results of a National Follow-Up Study.
Long, Ellen – 2001
In early 1999, ABC Canada and Literacy British Columbia (BC) worked with 55 literacy organizations across Canada to study student recruitment and retention. Telephone interviews were conducted with 338 people who had contacted programs seeking literacy information or services (callers). Findings indicated callers constituted a broad cross-section…
Descriptors: Academic Persistence, Adult Education, Adult Literacy, Developed Nations