Examining motivations and self-regulated learning strategies of returning MOOCs learners

The present study examines behavioral patterns, motivations, and self-regulated learning strategies of returning learners---a special learner subpopulation in massive open online courses (MOOCs). To this end, data were collected from a teacher professional development MOOC that has been offered for seven iterations during 2014--2016. Data analysis identified more than 15% of all registrants as returning learners. Findings from click log analysis identified possible motivations of re-enrollment including improving grades, refreshing theoretical understanding, and solving practical problems. Further analysis uncovered evidence of self-regulated learning strategies among returning learners. Taken together, this study contributes to ongoing inquiry into MOOCs learning pathways, informs future MOOC design, and sheds light on the exploration of MOOCs as a viable option for teacher professional development.