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You searched for +publisher:"Penn State University" +contributor:("Ladislaus Semali, Committee Member"). One record found.

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Penn State University

1. Tang, Hengtao. EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY.

Degree: 2018, Penn State University

Massive Open Online Courses (MOOCs) have received considerable attention with some scholars claiming they have the potential of opening up access to higher education, but whether MOOCs will be able to fulfill their educational potential remains uncertain. Learning in MOOCs requires learners to self-regulate their learning process to accomplish their personal goals. Thus, more attention has been paid to investigating how self-regulated learning relates to learner performance in MOOCs. However, existing research has overlooked a person-centered analysis of the difference between online learners in implementing self-regulated learning strategies within MOOCs. Without understanding this difference, educators are unlikely to provide efficient self-regulative interventions relevant to each type of self-regulated learners. To fill this gap, this research applied learning analytics to explore learner profiles of how they performed self-regulated learning in MOOCs. Using K-means clustering analysis, this research revealed three different self-regulated learner profiles: all-around self-regulated learners, less reflective self-regulated learners, and control-oriented self-regulated learners. The subsequent analysis indicated that all-around self-regulated learners were more likely to outperform the other two clusters of learners in course performance, completion, and also forum contributions. In addition, using the comparative method, this research investigated the cultural influence on self-regulated learner profiles and proposed empirical implications for culturally adaptive support to help different types of self-regulated learners succeed in MOOCs. Furthermore, this study compared the profiles of self-regulated learners from the Confucian Heritage Cultural countries and the United States, but no significant difference was found in this aspect. In summary, this research is significant in filling the existing gap of the person-centered view of self-regulated learner profiles. The findings of this research may prove to be important in the effort to reinforce the success of MOOCs, by offering empirical implications on self-regulative intervention design and cultural adaptive support. Additional implications for educators and practitioners are provided at the end of this research. Advisors/Committee Members: Kyle Peck, Dissertation Advisor/Co-Advisor, Kyle Peck, Committee Chair/Co-Chair, Ladislaus Semali, Committee Member, Susan Mary Land, Committee Member, Wei-Fan Chen, Outside Member.

Subjects/Keywords: Self-regulated learning; Learning analytics; MOOCs; Culture; Comparative study

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Tang, H. (2018). EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15966hzt111

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tang, Hengtao. “EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY.” 2018. Thesis, Penn State University. Accessed February 25, 2021. https://submit-etda.libraries.psu.edu/catalog/15966hzt111.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tang, Hengtao. “EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY.” 2018. Web. 25 Feb 2021.

Vancouver:

Tang H. EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Feb 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/15966hzt111.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tang H. EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15966hzt111

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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