The Role of Self-Regulated Learning in Massive Open Online Courses Retention (2014-2024) : A Systematic Literature Review
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Massive Open Online Courses (MOOCs) have expanded global access to education but suffer from persistently high dropout rates, often exceeding 90%. Self-regulated learning (SRL) is considered a critical factor influencing learner retention, yet a systematic synthesis of its role was lacking. This review examines empirical studies from 2014 to 2024 to investigate the relationship between SRL and MOOCs retention. Following PRISMA guidelines, 26 studies were reviewed from major databases using structured search and inclusion criteria. The results indicate that Zimmerman's cyclical model, the Online Self-Regulated Learning Model, and Pintrich's general model were the most frequently applied SRL frameworks; SRL shows a significantly positive relationship with MOOCs retention rates; metacognitive (e.g., goal-setting, monitoring), behavioral (e.g., time management), and motivational strategies (e.g., self-efficacy) were most associated with higher completion; and contextual factors, including learner characteristics, course design, and platform features significantly moderate this relationship. The study concludes that tailored SRL support integrated into MOOCs design is essential for improving retention. These findings provide actionable guidance for instructors, platform designers, and policymakers to enhance the effectiveness of MOOCs through evidence-based SRL interventions.
Abstract
Massive Open Online Courses (MOOCs) have expanded global access to education but suffer from persistently high dropout rates, often exceeding 90%. Self-regulated learning (SRL) is considered a critical factor influencing learner retention, yet a systematic synthesis of its role was lacking. This review examines empirical studies from 2014 to 2024 to investigate the relationship between SRL and MOOCs retention. Following PRISMA guidelines, 26 studies were reviewed from major databases using structured search and inclusion criteria. The results indicate that Zimmerman's cyclical model, the Online Self-Regulated Learning Model, and Pintrich's general model were the most frequently applied SRL frameworks; SRL shows a significantly positive relationship with MOOCs retention rates; metacognitive (e.g., goal-setting, monitoring), behavioral (e.g., time management), and motivational strategies (e.g., self-efficacy) were most associated with higher completion; and contextual factors, including learner characteristics, course design, and platform features significantly moderate this relationship. The study concludes that tailored SRL support integrated into MOOCs design is essential for improving retention. These findings provide actionable guidance for instructors, platform designers, and policymakers to enhance the effectiveness of MOOCs through evidence-based SRL interventions.