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Educational Review Volume 72, 2020 - Issue 3
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Self-regulated learning in MOOCs: lessons learned from a literature review

M. Elena Alonso-MencíaDepartment of Telematics Engineering, Universidad Carlos III de Madrid, Madrid, SpainView further author information
,
Carlos Alario-HoyosDepartment of Telematics Engineering, Universidad Carlos III de Madrid, Madrid, SpainCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-3082-0814View further author information
ORCID Icon,
Jorge Maldonado-MahauadDepartment of Computer Science, Pontificia Universidad Católica de Chile, Santiago, Chile;Department of Computer Science, Universidad de Cuenca, Cuenca, EcuadorView further author information
,
Iria Estévez-AyresDepartment of Telematics Engineering, Universidad Carlos III de Madrid, Madrid, SpainORCID Iconhttps://orcid.org/0000-0002-1047-5398View further author information
ORCID Icon,
Mar Pérez-SanagustínDepartment of Computer Science, Pontificia Universidad Católica de Chile, Santiago, Chile;Institute de Recherche Informatique de Toulouse (IRIT), Université Paul Sabatier Toulouse III, Toulouse, FranceView further author information
&
Carlos Delgado KloosDepartment of Telematics Engineering, Universidad Carlos III de Madrid, Madrid, SpainORCID Iconhttps://orcid.org/0000-0003-4093-3705View further author information
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Pages 319-345 | Received 17 Jul 2018, Accepted 20 Dec 2018, Published online: 25 Mar 2019

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Lekissa Alemayehu & Hsiu-Ling Chen. (2023) Learner and instructor-related challenges for learners’ engagement in MOOCs: a review of 2014–2020 publications in selected SSCI indexed journals. Interactive Learning Environments 31:5, pages 3172-3194.
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Min Young Doo, Meina Zhu & Curtis J. Bonk. (2023) Influence of self-directed learning on learning outcomes in MOOCs: A meta-analysis. Distance Education 44:1, pages 86-105.
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Nilüfer Atman Uslu & Hatice Yildiz Durak. (2022) Understanding self-regulation, achievement emotions, and mindset of undergraduates in emergency remote teaching: a latent profile analysis. Interactive Learning Environments 0:0, pages 1-20.
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Hengtao Tang & Yu Bao. (2022) Self-regulated learner profiles in MOOCs: A cluster analysis based on the item response theory. Interactive Learning Environments 0:0, pages 1-17.
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Ünal Çakiroğlu, Mehmet Kokoç & Melek Atabay. (2024) Online learners’ self-regulated learning skills regarding LMS interactions: a profiling study. Journal of Computing in Higher Education 36:1, pages 220-241.
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Rahime ÇOBANOĞLU, Serap BÜYÜKKIDIK & Gülfem Dilek YURTTAŞ KUMLU. (2023) A Bibliometric Analysis of Research on Self-Regulated Learning: From the Beginning To 2021Öz-düzenlemeli Öğrenme Üzerine Yapılan Araştırmaların Bibliyometrik Analizi: Başlangıçtan 2021’e. Kuramsal Eğitimbilim 16:3, pages 700-726.
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Mingyan Zhang, Xu Du, Jui-Long Hung, Hao Li, Mengfan Liu & Hengtao Tang. (2022) Analyzing and Interpreting Students’ Self-regulated Learning Patterns Combining Time-series Feature Extraction, Segmentation, and Clustering. Journal of Educational Computing Research 60:5, pages 1130-1165.
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Meina Zhu, Annisa R. Sari & Mimi Miyoung Lee. (2022) Trends and Issues in MOOC Learning Analytics Empirical Research: A Systematic Literature Review (2011–2021). Education and Information Technologies 27:7, pages 10135-10160.
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Christian Tarchi, Eva Wennås Brante, Mohammad Jokar & Elham Manzari. (2022) Pre-service teachers’ conceptions of online learning in emergency distance education: How is it defined and what self-regulated learning skills are associated with it?. Teaching and Teacher Education 113, pages 103669.
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Changsheng Chen, Xiangzeng Meng, Junxiao Liu & Zhi Liu. 2021. Big Data Technologies and Applications. Big Data Technologies and Applications 34 47 .
Jaclyn Broadbent, Ernesto Panadero & Matthew Fuller-Tyszkiewicz. (2020) Effects of mobile-app learning diaries vs online training on specific self-regulated learning components. Educational Technology Research and Development 68:5, pages 2351-2372.
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Franklin Bernal, Jorge Maldonado-Mahauad, Klinge Villalba-Condori, Miguel Zúñiga-Prieto, Jaime Veintimilla-Reyes & Magali Mejía. 2020. HCI International 2020 – Late Breaking Papers: Cognition, Learning and Games. HCI International 2020 – Late Breaking Papers: Cognition, Learning and Games 307 325 .
Kriti Priya Gupta. (2019) Investigating the adoption of MOOCs in a developing country. Interactive Technology and Smart Education 17:4, pages 355-375.
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María Elena Alonso-Mencía, Carlos Alario-Hoyos & Carlos Delgado Kloos. 2019. Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge. Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge 3 12 .

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