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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
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 In all four ANOVAS we found a significant main effect of certificate, F(1, 76) = 13.69; p < .001; F(1, 76) = 8.55, p < .01; F(1, 138) = 23.48, p < .001; F(1, 138) = 17.27, p < .001. Except for the second ANOVA (where we found just a tendency) we found in all ANOVAs a significant main effect of unit, showing that the students’ investment was decreasing from unit to unit, F(2, 75) = 3.69; p < .05; F(2, 75) = 2.97, p < .10; F(2, 137) = 6.29, p
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Proceedings of the European MOOC St
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Table of Contents Understanding Per
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Understanding Persistence in MOOCs
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Analysing student participation in
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Page 19 and 20: Signals of Success and Self-directe
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Page 51 and 52: Towards an Outcome-based Discovery
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Page 73 and 74: Extending the MOOCversity A Multi-l
Page 81 and 82: Encouraging Forum Participation in
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Page 107 and 108: The SIRET Training Platform: Facing
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MOOCs in fragile contexts Barbara M
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Cultural Translation in Massive Ope
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A typology and dimensions of a desc
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Characterizing video use in the cat
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How Students Learn using MOOCs: An
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A Platform that Integrates Quizzes
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Designing Video for Massive Open On
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Proceedings Experience Track Procee
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Opening up higher education through
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Designing your first MOOC from scra
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“A hostage to fortune” - Valida
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and others discussed COER13 issues
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tion process, in addition to the mu
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TORQUEs: Riding the MOOC wave to be
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Engineering MOOCs for Future Engine
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The Discrete Optimization MOOC An E
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Recasting a Traditional Course into
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Evaluation and field trials of MOOC
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Learning Electronics through a Remo
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Learning Electronics through a Remo
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abiertaUGR: modelling online learni
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abiertaUGR: modelling online learni
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University of London International
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The EPFL MOOC Factory Patrick Jerma
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Open Online Courses in the context
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Open Online Courses in the context
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Friendly Handmade Explanation Video
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Friendly Handmade Explanation Video
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Designing for the Unknown Learner H
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Designing for the Unknown Learner H
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MOOC Experience in the University o
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MOOC Experience in the University o
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Mathematics Courses: Fostering indi
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First time MOOC provider: reflectio
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An Academic Online Resource at Téc
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An Academic Online Resource at Téc
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Opening up higher education through
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SPOCs for Remedial Education: Exper
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Experiments with connectivism from
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Towards a quality model for UNED MO
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Project-based MOOCs. A Field Report
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Project-based MOOCs. A Field Report
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Reviewers of Experience Track: Carl
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