Stefanos, Giasiranis (2023) Improving Self-regulation in a MOOC Environment. In: Research Aspects in Arts and Social Studies Vol. 7. B P International, pp. 11-27. ISBN 978-81-19102-12-9
Full text not available from this repository.Abstract
MOOCs are a new distance education proposition offering the possibility of obtaining university education knowledge even from well-known universities such as Harvard and MIT. However, their educational value is questioned as a very small percentage of those who enroll manage to complete them. One way to improve this situation is to strengthen the self-regulatory characteristics of the participants. In this research we tried to strengthen the degree of self-regulation of the participants who took part in the 8-week program on " Violence and bullying in schools " by following the processes of Zimmerman's cyclic model of self-regulation combined with the self-regulation strategy Mental Contrasting with Implementation Intentions (MCII). The two research groups were able to enhance their degree of self-regulation, the research group more, and successfully complete the program at a rate of 80.2%. This result shows that self-regulation is not the only factor that positively contributes to the successful completion of a MOOC program. The educational design of the program, its content and its organization still play a very important role. These results can be useful in the design of future MOOCs programs.
Item Type: | Book Section |
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Subjects: | Academic Digital Library > Social Sciences and Humanities |
Depositing User: | Unnamed user with email info@academicdigitallibrary.org |
Date Deposited: | 02 Oct 2023 04:27 |
Last Modified: | 02 Oct 2023 04:27 |
URI: | http://publications.article4sub.com/id/eprint/2241 |