Presentation for FutureLearn Academic Network (FLAN)


Published on

This is a presentation for the FutureLearn Academic Network. Took place 15 June at the Open University, UK and was related to my PhD Study.

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Presentation for FutureLearn Academic Network (FLAN)

  1. 1. Exploring Learners’ Motivations on Assessment in Massive Open Online Courses Tina Papathoma Supervisors: Canan Blake, Doug Clow, Eileen Scanlon Institute of Educational Technology, The Open University, UK (
  2. 2. AIMS  In the context of Massive Open Online Courses (MOOCs), this study aims at exploring learners’ motivations in relation to assessment and their experiences of Self- Regulated Learning (SRL)
  3. 3. MOOCs  Massive Open Online Courses: Courses aiming at large scale interactive participation & open access via the web regardless of pre-requisite knowledge or qualification (Littlejohn 2013; Vale & Littlejohn 2013)
  4. 4. ASSESSMENT  Assessment seeks to measure outcomes of learners’ performance on different activities & is part of the learning process. Though, there is discussion whether assessment drives learning or not (Hughes 2014; Rowntree 1987)  Common assessment methods include multiple choice questions, quizzes, peer marked assignments, self-assessment.
  5. 5. SELF-REGULATED LEARNING  Self-Regulated Learning: the degree to which students are meta-cognitively, motivationally and behaviourally active participants in their own learning  Phases of Self-Regulation 1. Forethought 2. Performance 3. Self-Reflection (Zimmerman, 2008)
  6. 6. RESEARCH QUESTIONS  RQ1: In what ways do common assessment practices influence learners’ goals in MOOCs?  RQ2: What are learners’ experiences of Self-Regulated learning in MOOCs?
  8. 8. METHODOLOGY & METHODS of DATA COLLECTION  Online ethnography: indicates qualitative techniques but sometimes includes the use of quantitative data and analysis (Hammersley 2006).  Data will be collected through: a) online interviews so as to understand people’s perspectives b) a questionnaire instrument that will be used to measure how learners regulate their learning in MOOCs (Millingan &Littlejohn 2014)
  9. 9. PILOT STUDY  6 Interviews of a Mental Health Course of the Future Learn Platform  6 questionnaires completed after the interviews
  10. 10. PILOT STUDY
  11. 11. NEXT STEPS  The Interviews & Questionnaires will be analysed  More courses in different contexts will be investigated in the main study
  12. 12. CONTRIBUTION  Findings will give insight into learners’ perspective on assessment as well as methods to be used in our future work on this topic.  The end goal is to throw light on the potential for influencing future MOOCs in terms of adaptive assessment designs based on learners’ goals and needs.
  13. 13. REFERENCES 1. Littlejohn, A. (2013). Understanding massive open online courses. CEMCA EdTech Notes, 1-2. 2. Vale, K., & Littlejohn, A. (2013). Massive Open Online Courses: A traditional or transformative approach to learning?, 212–227. 3. Hughes, G. (2014). Ipsative Assessment - Motivation through Marking Process (Palgrave M). London. 4. Rowntree, D. (1987). Assessing Students: How Shall We Know Them? (Cogan Page). London. 5. Zimmerman, B. J. (2008). Investigating Self-Regulation and Motivation_ Historical Background, Methodological Developments, and Future Prospects. American Educational Research Journal, 45(1), 166–183. 6. Hammersley, M., 2006. Ethnography: Problems and prospects. Ethnography and Education, 1(1), pp.37–41. 7. Milligan, C., & Littlejohn, A. (2014). Supporting Professional Learning in a Massive Open Online Course. The International Review of Research in Open and Distance Learning, 15(5), 197–213.
  14. 14. Thank you ! @ aktinaki