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J. Comput.-Support. Collab. Learn"],"published-print":{"date-parts":[[2023,9]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>Despite their potential to deliver a high-quality learning experience, massive open online courses (MOOCs) pose several issues, such as high dropout rates, difficulties in collaboration between students, low teaching involvement, and limited teacher\u2013student interaction. Most of these issues can be attributed to the large number, diversity, and variation in\u00a0self-regulated learning (SRL) skills of participants in MOOCs. Many instructional designers try to overcome these issues by incorporating collaborative activities. Others try to scaffold students\u2019 SRL levels by making SRL-focused interventions. However, limited research combines the study of SRL-focused interventions with students\u2019 engagement in collaborative activities, course retention, and learning outcomes of MOOC environments. We deployed a programming-oriented MOOC in which we incorporated chat-based collaborative activities, supported by a learning analytics dashboard. Students were asked to complete SRL-focused questionnaires at the beginning and the end of the course. Based on their score, we calculated an average score that forms their SRL level, creating three groups: (a) control, (b) general intervention, and (c) personalized intervention in which we provided personalized interventions. We compared the students\u2019 learning outcomes, participation in collaborative activities, and retention in the\u00a0MOOC. These comparisons provided evidence regarding the positive impact of different intervention modes on students\u2019 engagement in collaborative activities and their learning outcomes, with respect to their various SRL profiles. Students allocated to the general and personalized intervention groups displayed increased participation in the collaborative activities and learning outcomes, as\u00a0compared to students assigned to the control group. We also documented that the SRL interventions positively affected students\u2019 course retention.<\/jats:p>","DOI":"10.1007\/s11412-023-09394-0","type":"journal-article","created":{"date-parts":[[2023,8,23]],"date-time":"2023-08-23T06:02:32Z","timestamp":1692770552000},"page":"329-351","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":6,"title":["Exploring the impact of chat-based collaborative activities and SRL-focused interventions on students\u2019 self-regulation profiles, participation in collaborative activities, retention, and learning in MOOCs"],"prefix":"10.1007","volume":"18","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-3574-5320","authenticated-orcid":false,"given":"Georgios","family":"Psathas","sequence":"first","affiliation":[]},{"given":"Stergios","family":"Tegos","sequence":"additional","affiliation":[]},{"given":"Stavros N.","family":"Demetriadis","sequence":"additional","affiliation":[]},{"given":"Thrasyvoulos","family":"Tsiatsos","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2023,8,23]]},"reference":[{"key":"9394_CR1","doi-asserted-by":"publisher","unstructured":"Aguilar, S. 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