Self-regulation of learning and MOOC retention

作者：

Highlights：

• Attrition rate of undergraduate students is lower than that of MOOCs in general.

• Goal setting and task interest are main predictors of MOOC completion.

• MOOC completers show higher levels of perceived effectiveness than non-completers.

• Instructor support is not a relevant factor for MOOC retention.

摘要

•Attrition rate of undergraduate students is lower than that of MOOCs in general.•Goal setting and task interest are main predictors of MOOC completion.•MOOC completers show higher levels of perceived effectiveness than non-completers.•Instructor support is not a relevant factor for MOOC retention.

论文关键词：Self-regulated learning,Teaching/learning strategies,Online learning,MOOC retention,Learning motivation,Higher education

论文评审过程：Received 21 January 2020, Revised 20 April 2020, Accepted 8 May 2020, Available online 10 May 2020, Version of Record 19 May 2020.

论文官网地址：https://doi.org/10.1016/j.chb.2020.106423