Massive Open Online Courses (MOOCs) have proliferated internationally. Despite the high profile of MOOCs, many people who enrol do not complete their course, leading to a widely publicized high dropout rate. This research introduces a novel MOOC learning platform known as 'eLDa', which implements a new approach to MOOC structure and incorporates several theory-based features specifically aimed at addressing problems associated with high attrition. In particular, the framework supports users in establishing their own learning objectives and establishing individual learning paths. We seek to investigate the relationships between learner choice, learner engagement, and development of capacity for self-regulated learning. Our approach allows "success" to be defined not in terms of full completion of a course, but whether learners achieve their objectives. The eLDa platform is being trialled with an adapted version of a course previously run in traditional MOOC style. Data is being gathered from learners in each of two modes: (1) learners set their own goals and study in a self-regulated manner and at their own pace; (2) learners follow a system-led, structured path of study.
['Daniel F. O. Onah', 'Jane Sinclair']
Measuring self-regulated learning in a novel e-learning platform: eLDa