Motivations Matter, Context Counts: Learning in MOOCs

  Massive open online courses (MOOCs) require individual learners to be able to self-regulate their learning, determining when and how they engage. However, MOOCs attract a diverse range of learners, each with different motivations and prior experience. We carried out a number of  studies investigating self-regulated learning in MOOCs. One study (Littlejohn et al, 2015) was an empirical investigation of…

Learning through daily work: professional learning as a form of self-improvement

  Colin Milligan, Anoush Margaryan, Pia Fontana, George Littlejohn and I carried out a study exploring how finance professionals  self-regulate their learning through day-to-day work. Professional learning is a critical component of ongoing improvement and innovation and the adoption of new practices in the workplace. Professional learning is often achieved through learning embedded in everyday work…