Provide MOOC scaffolding for goal setting and strategic planning, e.g., mental contrasting with implementation intentions¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 4 studies (2 causal, 1 quant-synthesis, 1 associational), q3 · 1 of 4 report an effect size · 3 claims rest on one study

Description¶

Based on converging correlational evidence that goal setting and strategic planning support learners, the authors recommend that "MOOCs should provide learners with relevant scaffolding to support these strategies at the beginning of the course and throughout as needed". They specifically propose mental contrasting with implementation intentions (MCII), implemented as brief writing activities prompting reflection about positive outcomes and obstacles related to a goal, followed by if-then plans for handling obstacles. This targets especially learners with weaker metacognitive skills.

Design Implications¶

Context¶

Requirements¶

• Scaffolding should be provided at the beginning of the course and throughout as needed

Constraints¶

• MCII efficacy evidence cited is from children and adults in the USA and Germany; the authors note an opportunity to study support with a highly heterogeneous population

Target Learners¶

• MOOC learners, especially those with weaker metacognitive skills

Target Learning Goals¶

• personal course goal attainment (certification, assessment and lecture completion)

Claims¶

• Goal setting and strategic planning positively predict attainment of personal course goals in MOOCs [+W]
• Forming implementation intentions (if-then plans) improves goal attainment [+M]
• Planning prompts increase payment for certificates in MOOCs by 40% [+W]
• Open-ended planning prompts at the start of a MOOC increase course completion by 29% [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Computers & Education, 104, 18–33. https://doi.org/10.1016/j.compedu.2016.10.001