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9 a.m. - 4 p.m.
Phone: (843) 766-6635
Main Library
9 a.m. - 6 p.m.
Phone: (843) 805-6930
Folly Beach Library
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Phone: (843) 588-2001
John L. Dart Library
9 a.m. - 6 p.m.
Phone: (843) 722-7550
St. Paul's/Hollywood Library
9 a.m. - 5 p.m.
Phone: (843) 889-3300
Mt. Pleasant Library
9 a.m. – 6 p.m.
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Dorchester Road Library
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Edgar Allan Poe/Sullivan's Island Library
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John's Island Library
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McClellanville Library
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Edisto Library
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Wando Mount Pleasant Library
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Otranto Road Library
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Hurd/St. Andrews Library
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Bees Ferry West Ashley Library
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Keith Summey North Charleston Library
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Designing MOOCs to Facilitate Participant Self-Monitoring for Self-Directed Learning
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- Author(s): Zhu, Meina; Bonk, Curtis J.
- Language:
English- Source:
Online Learning. Dec 2019 23(4):106-134.- Publication Date:
2019- Document Type:
Journal Articles
Reports - Research
Tests/Questionnaires- Subject Terms:
Instructional Design; Online Courses; Self Management; Teacher Attitudes; Feedback (Response); Cognitive Processes; Reflection; Facilitators (Individuals); Technology Integration; Skill Development; Foreign Countries; Blended Learning; Peer Evaluation; Teaching Assistants; Educational Strategies; Adult Students - Language:
- Additional Information
- Availability: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: [email protected]; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
- Peer Reviewed: Y
- Source: 29
- Education Level: Higher Education
Postsecondary Education
Adult Education - Subject Terms:
- ISSN: 2472-5749
- Abstract: This study investigated the design and delivery of MOOCs to facilitate student self-monitoring for self-directed learning (SDL) using mixed methods. The data sources of this study included an online survey with 198 complete respondents, semistructured interviews with 22 MOOC instructors, and document analysis of 22 MOOCs. Study results indicated that MOOC instructors considered self-monitoring skills critical for SDL. To foster students' self-monitoring, MOOC instructors reported that they facilitated students' self-monitoring by helping students with internal feedback and providing external feedback. Students' internal feedback included cognitive and metacognitive processes. To facilitate cognitive processes, MOOC instructors provided quizzes, tutorials, learning strategies, learning aids, and progress bars. For metacognition, these instructors provided reflection questions and attempted to create learning communities. In addition, MOOC instructors, teaching assistants, and peers provided external feedback for students' self-monitoring. Across these findings, technology played a central role in supporting students' self-monitoring.
- Abstract: As Provided
- Publication Date: 2019
- Accession Number: EJ1237813
- Availability:
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