A design layer to support self and social regulation processes of learning in MOOC

Abstract

Open, social and networked approaches to learning pose challenges for learners, who must assume the role of actively directing their own learning, in interaction and collaboration with others, in an increasingly complex environment. In this context, concepts such as self-direction and self-regulation of learning have attracted renewed interest as umbrella terms for a skill set and provisions that allow subjects to independently guide their own learning process and assume responsibility for it. Moreover, many authors have pointed out various problems regarding MOOC design and quality from a pedagogical perspective. This raises the need for a greater and more holistic understanding of learning regulatory processes and for developing models and instruments to support learners in this regard. This research aims to analyse how to support learning regulation processes as a whole in MOOC environments. This means paying attention to both social and individual dimensions of regulation, by studying how processes of self-regulation, co-regulation and socially shared regulation can be supported and promoted in this type of learning contexts. To this end, we apply the methodology of design-based research in order to intervene directly in the pedagogical practice through an iterative cycle based on stages of design, intervention, reflection and redesign of a design layer to support learning regulation in a MOOC. In this paper we present the design of the regulation support layer proposed in the first research iteration. We begin by presenting its theoretical foundations and then describe the support layer that has been designed as well as the empirical case of an xMOOC were it has been implemented. Finally, some conclusions and recommendations for the design and practice of learning regulation in MOOC are drawn from the results obtained in the first research iteration.