Abstract
MOOCs are part of the ecosystem of self-learning for which self-regulation is one of the pillars. Weakness of self-regulation skills is one of the key factors that contribute to dropout in a MOOC. We present a conceptual framework to promote self-regulated learning in a MOOC. This framework relies on the use of a virtual companion to provide metacognitive prompts and a visualization of indicators. The aim of this system will not only be to improve the quality of learning on the MOOC but also to help reducing attrition.
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Notes
- 1.
ITYPA: “Internet Tout y est pour Apprendre” is the first French cMOOC.
- 2.
GDP (Introduction to Project Management) is the first French xMOOC and one of the most prominent French MOOC with over 130,000 persons registered in 8 sessions over 4 years.
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This research is partially supported by University Assane Seck of Ziguinchor (UASZ), Sénégal.
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Sambe, G., Bouchet, F., Labat, JM. (2018). Towards a Conceptual Framework to Scaffold Self-regulation in a MOOC. In: M. F. Kebe, C., Gueye, A., Ndiaye, A. (eds) Innovation and Interdisciplinary Solutions for Underserved Areas. CNRIA InterSol 2017 2017. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 204. Springer, Cham. https://doi.org/10.1007/978-3-319-72965-7_23
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