Research Article
Towards a Conceptual Framework to Scaffold Self-regulation in a MOOC
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@INPROCEEDINGS{10.1007/978-3-319-72965-7_23, author={Gorgoumack Sambe and Fran\`{e}ois Bouchet and Jean-Marc Labat}, title={Towards a Conceptual Framework to Scaffold Self-regulation in a MOOC}, proceedings={Innovation and Interdisciplinary Solutions for Underserved Areas. First International Conference, InterSol 2017 and Sixth Collogue National sur la Recherche en Informatique et ses Applications, CNRIA 2017, Dakar, Senegal, April 11--12, 2017, Proceedings}, proceedings_a={INTERSOL \& CNRIA}, year={2018}, month={2}, keywords={MOOCs Dropout Self-learning Meta-cognition Self-regulation Virtual companion}, doi={10.1007/978-3-319-72965-7_23} }- Gorgoumack Sambe
François Bouchet
Jean-Marc Labat
Year: 2018
Towards a Conceptual Framework to Scaffold Self-regulation in a MOOC
INTERSOL & CNRIA
Springer
DOI: 10.1007/978-3-319-72965-7_23
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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