Demographic differences in how students navigate through MOOCs

By Philip J. Guo, Katharina Reinecke. ACM Conference on Learning @ Scale, 2014

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Mining Big Data in Education: Affordances and Challenges (2020, background): “These constructs often examine the learner’s ability to self-regulate learning processes (Roll & Winne, 2015), behaviors that are especially relevant in less structured systems such as LMS and MOOCs.”
Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses (2017, background): “On the other hand, as noted here and in prior work, learners’ socio-cultural context has consequences for how they perceive and engage with online courses (e.g., Guo & Reinecke, 2014; Ogan et al., 2015).”
Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review (2018, background): “Whereas ITS are deliberate in prescribing the learning sequence for learners based on their behavior and performance, MOOCs present a single path from which learners can — and frequently do (Davis, Chen, Hauff, & Houben, 2016; Guo & Reinecke, 2014) — deviate should they choose to.”