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Self-Regulated Learning in MOOCs: Do Open Badges and
Certificates of Attendance Motivate Learners to Invest More
Simone Haug, Katrin Wodzicki, Ulrike Cress and Johannes Moskaliuk
active and self-centered investment as dependent variables.
Results Research Question 1: How does participation
develop over time
With used the logfiles to measure the number of visitors
to the blog per unit. Figure 1 visualizes that the number of
blog visitors continuously decreases over time (except for
unit 4) and the number of blog visitors per unit.
Figure 1: Number of blog visitors
decreases over time
The descriptive results of the questionnaire also support
this result: Self-centered and interactive forms of investment
decrease over time. Table 1 shows the results for
self-centered forms of investment and Table 2 the results
for interactive forms of investment.
Table 1: Self-centered investment during OPCO12
This data shows that both forms of learners’ investment
continuously decreased over the six units. The only exception
was ‘Reading the newsletter,’ although that may
be because newsletters were sent directly to participants’
mailboxes and could thus be described as a ‘push-medium.’
The other forms of investment could be described as
‘pull-mediums,’ where participants had to actively visit the
course website, other platforms or web resources.
Results Research Question 2: Do external motivators
support participation
In the first questionnaire, 62.35% of the responding participants
reported that they aimed to achieve an open
badge or some other form of certificate. 29.41% reported
participation without such an aim. In the second questionnaire,
49.66% of the responding participants reported
that they started with the aim of achieving an open badge
or some other form of certificate, whereas 45.58% started
without such an aim. In order to test if both groups of
participants differ we conducted 4 mixed 3x2 ANOVAs
per unit as repeated-measures factor and ‘certificate or
not’ as a between-groups factor.
The first ANOVA was based on the data from the first
questionnaire and thus assessed the interactive forms of
investment for the first three units. The second ANOVA
was also based on these data and assessed the self-centered
forms of investment. Two analog ANOVA were calculated
for the data from the second questionnaire, which
assessed the investment of participants for units 4-6.
Because the questionnaires were anonymous we do not
have any information about how many of the participants
took part in both questionnaires.
FORMS OF INVESTMENT
Reading
material
Listening
online events
Reading
blogs
Reading the
newsletter
UNIT M SD M SD M SD M SD
1 .71 .458 .65 .481 .61 .490 .75 .434
2 .68 .468 .66 .477 .55 .500 .74 .441
3 .60 .493 .60 .493 .53 .502 .72 .453
4 .67 .473 .47 .501 .50 .502 .78 .419
5 .58 .496 .37 .484 .47 .501 .76 .427
6 .54 .500 .35 .480 .47 .501 .76 .427
Table 2: Interactive investment during OPCO12
FORMS OF INVESTMENT
Chatting
Tweeting
Blogging
Blog
commenting
UNIT M SD M SD M SD M SD
1 .25 .434 .26 .441 .25 .434 .15 .362
. 2 .18 .383 .26 .441 .28 .453 .15 .362
3 .16 .373 .18 .383 .22 .419 .07 .258
4 .14 .344 .12 .329 .15 .358 .05 .228
5 .10 .295 .07 .264 .11 .313 .03 .182
6 .07 .253 .10 .304 .08 .275 .03 .182
Research Track | 70