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Scaffolding self-learning in MOOCs

Israel Gutirrez-Rojas, Carlos Alario-Hoyos, Mar Prez-Sanagustn, Derick Leony, Carlos Delgado-Kloos,
Lausanne, 10th February 2014

Unemployment rate in Spain: 26.03% (January 2014)

Most MOOC participants are Bachelors and Above

Source: MIT

How can MOOCs be useful for training (unemployed) people without Higher Education?

We need MOOCs targeting the needs of people without Higher Education

Lack of study skills and work habits

Survey with 41 second-year Higher Education students Great heterogeneity regarding study times and schedules Need for rescheduling the study times several times per week Lack of social study (with colleagues or course forums) Lack of support from mentors that helped them plan their study Most students could not follow online course Almost anyone finished an online course

An application for supporting the development of study skills and work habits in MOOCs

Requirements obtained from survey

Tool must be distributed as a mobile application

Tool must be customizable to different profiles

Tool must include an adaptable daily-planner Tool must rely on crowd-sourced information

Tool must provide tips and hints to make the most of MOOCs
Tool must serve as a meeting point for volunteer mentors


UI: Personalization

Mobile application


UI: Crowd-sourced

Contribute information

UI: Planner and tips

Daily Planner

Tips and hints / Mentors

Planning and tips based on time management strategies (Dembo, 2004): Regular study periods Short breaks Prioritizing tasks Improvement of planning based on successful strategies

Application in work settings

Next steps
Continue implementation following an agile methodology Review of mockups by target users Development of application taking feedback into account Evaluate provision of study skills through experiments

Provide synchronous communication with mentors

Integration with course recommenders: moocrank Closer integration with MOOC platforms