open, digital, online, education, distance education

Motivations and self-regulated learning in MOOCs

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Δημοσιευμένα: Νοε 4, 2022
DOI: https://doi.org/10.12681/jode.27503
Λέξεις-κλειδιά:
MOOCs; self-regulation; motivations for learning; learning strategies
Ioanna Mitsoula
University of Patras
https://orcid.org/0000-0001-6130-7258
Anthi Karatrantou
Πανεπιστήμιο Πατρών Τμήμα Επιστημών της Εκπαίδευσης και Κοινωνικής Εργασίας
https://orcid.org/0000-0002-5347-6251
Penny Panagiotopoulou
University of Patras
Christos Panagiotakopoulos
University of Patras
Περίληψη

Massive Open Online Courses (MOOCs) require learners to self-regulate their learning to achieve their goals. Due to MOOCs’ learning autonomy, students must develop strong motivations for learning and self-regulated strategies. The aim of the present study is to investigate learners’ motivations for learning and their self-regulated learning strategies which led some to successfully complete their MOOC, whereas others not. One-hundred-and-twenty (120) learners in xMOOCs, or Coursera-type-MOOCs, took part in the study by completing the MSL-Questionnaire. The results indicated that learners who had completed their MOOC had developed strong motivations of extrinsic orientation, task value, and high self-efficacy. Furthermore, they had used strategies of elaboration and of metacognitive self-regulation. They were able to manage their time and study environment and felt the obligation to keep on studying even when the content of the course did not seem to have any interest on them. Finally, individual differences among the participants, such as gender, year of school graduation, reasons for participating in the MOOC, time for studying, and time dedicated to work per week were found to differentiate both motivations for learning and self-regulated learning strategies.

Λεπτομέρειες άρθρου
  • Ενότητα
  • Μέρος πρώτο / Section 1
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Βιογραφικό Συγγραφέα
Anthi Karatrantou, Πανεπιστήμιο Πατρών Τμήμα Επιστημών της Εκπαίδευσης και Κοινωνικής Εργασίας

ΣΥΝΤΟΜΟ ΒΙΟΓΡΑΦΙΚΟ ΣΗΜΕΙΩΜΑ

Ανθής Καρατράντου

Ε.ΔΙ.Π. στο Τμήμα Επιστημών της Εκπαίδευσης και Κοινωνικής Εργασίας του Πανεπιστημίου Πατρών

 Η Ανθή Καρατράντου είναι Φυσικός, κάτοχος Μεταπτυχιακού Διπλώματος Ειδίκευσης στην Ιατρική Φυσική, Διδακτορικού Διπλώματος στην Πληροφορική, Μεταπτυχιακού Διπλώματος Ειδίκευσης στην ‘Πληροφορική στην Εκπαίδευση’ και Πιστοποιητικού Μεταπτυχιακής Επιμόρφωσης στην Ανοικτή και εξ Αποστάσεως Εκπαίδευση. Είναι Μεταπτυχιακή Φοιτήτρια στο ΕΑΠ στο Πρόγραμμα Σπουδών ‘Εκπαίδευση Ενηλίκων’ έχοντας ολοκληρώσει 2 ΘΕ, τις Μεθοδολογία εκπαίδευσης ενηλίκων και Σχεδιασμός, διοίκηση, αξιολόγηση προγραμμάτων εκπαίδευσης ενηλίκων. Είναι Ε.ΔΙ.Π. στο Π.Τ.Δ.Ε. Πανεπιστημίου Πατρών - Εργαστήριο Υπολογιστών και Εκπαιδευτικής Τεχνολογίας (από 10/2017–σήμερα).

Η διδακτική/εκπαιδευτική της εμπειρία είναι εκτενής σε προπτυχιακό και μεταπτυχιακό επίπεδο (στο Π.Μ.Σ. του Π.Τ.Δ.Ε. του Πανεπιστημίου Πατρών, στο Π.Μ.Σ. STEM του Π.Τ.Δ.Ε. του Πανεπιστημίου Πατρών, στο Π.Μ.Σ. STEM της Α.Σ.ΠΑΙ.Τ.Ε., στο ΜΠΣ της Ιατρικής του Πανεπιστημίου Πατρών, στο ΠΤΔΕ Πανεπιστημίου Πατρών ως διδάσκουσα 407, στο Ελληνικό Ανοικτό Πανεπιστήμιο ως ΣΕΠ, ως Επιστημονική συνεργάτης στην Α.Σ.ΠΑΙ.Τ.Ε., ως Επιστημονική συνεργάτης στο ΑΤΕΙ Πάτρας, κ.ά.).

Η διδακτική/εκπαιδευτική της εμπειρία στην Εκπαίδευση Ενηλίκων είναι εκτενής από το 1990 έως το 2020 διδάσκοντάς μαθήματα Πληροφορικής και θέματα Εκπαίδευσης Ενηλίκων Κέντρα Επαγγελματικής Κατάρτισης (ΚΕΚ), Κέντρα δια Βίου Μάθησης (ΚΕΔΙΒΙΜ), Ενδοεπιχειρησιακά σεμινάρια,  προγράμματα του ΙΔΕΚΕ, προγράμματα ΛΑΕΚ.

Η διδακτική/εκπαιδευτική της εμπειρία στην Επιμόρφωση Εκπαιδευτικών είναι εκτενής από το 2000 έως το 2019 διδάσκοντας σε επιμορφωτικά προγράμματα του ΠΕΚ Πάτρας, του ΟΕΠΕΚ, του Υπουργείου Παιδείας, του ΠΤΔΕ Πανεπιστημίου Πάτρας με θέμα την παιδαγωγική αξιοποίηση των ΤΠΕ

Η διδακτική/εκπαιδευτική της εμπειρία στην Δευτεροβάθμια Εκπαίδευσης είναι εκτενής ως εκπαιδευτικός Πληροφορικής από το 1996 έως το 2017 εργαζόμενη σε Γυμνάσια, Λύκεια,  ΕΠΑΛ (Οργανική Θέση στο 3ο ΕΠΑΛ Πάτρας – Εσπερινό) , ΣΔΕ, σχολείο Φυλακών Αγ. Στεφάνου (ως Υπεύθυνη του σχολείου ακαδ. έτος 2015-16, εκπαιδευτικός και υπεύθυνη Αντισταθμιστικής Εκπαίδευσης ακαδ. Έτος 2016-17, εθελόντρια εκπαιδευτικός 2017-20).

Έχει συμμετάσχει σε 24 Ερευνητικά Προγράμματα (Ευρωπαϊκά και Εθνικά) ως Ερευνήτρια – Επιστημονική Συνεργάτης (προγράμματα που υλοποίησαν ΑΤΕΙ Πάτρας, ΑΤΕΙ Στερεάς Ελλάδας, ΠΤΔΕ Πανεπιστημίου Πάτρας, Ιατρικό Τμήμα Πανεπιστημίου Πάτρας, Ελληνικό Ανοικτό Πανεπιστήμιο, Α.Σ.ΠΑΙ.Τ.Ε., Π.Τ.Δ.Ε. Πανεπιστημίου Ιωαννίνων, Εθνικό Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ), ΝΕΛΕ Αχαΐας, Αχαϊκό Ινστιτούτο Εκπαίδευσης Ενηλίκων).

Έχει συμμετάσχει στην Συγγραφική ομάδα 1 βιβλίου, στις συγγραφικές ομάδες 5 κεφαλαίων σε βιβλία, στην Επιμέλεια για την συμβατότητα με την ΑεξΑΕ 2 βιβλίων. Έχει 23 δημοσιεύσεις σε Διεθνή και Ελληνικά Περιοδικά και 90 δημοσιεύσεις σε πρακτικά Διεθνών και Ελληνικών συνεδρίων.

Τα ερευνητικά της ενδιαφέροντα εστιάζουν στην παραγωγή και αξιολόγηση εκπαιδευτικού λογισμικού, στην εκπαιδευτική ρομποτική, στην ηλεκτρονική μάθηση, στην εκπαιδευτική αξιοποίηση των ηλεκτρονικών παιχνιδιών, στην εκπαιδευτική αξιοποίηση υπηρεσιών διαδικτύου, στην Ανοικτή και εξ Αποστάσεως Εκπαίδευση, στις Ανοικτές εκπαιδευτικές πηγές (OER), σε καινοτόμες δράσεις στην εκπαίδευση.

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