Massive Open Online Courses (MOOCs) once offered the promise of accessibility and affordability. However, MOOCs typically lack expert feedback and social interaction, and have low student engagement and retention. Thus, alternative programs for online education have emerged including an online graduate program in computer science at a major public university in USA. This program is considered a success with over 9000 students now enrolled in the program. We adopt the perspective of cognitive science to answer the question why do only some online educational courses succeed? We measure learner motivation and self-regulation in one course in the program, specifically a course on artificial intelligence (AI). Surveys of students indicate that students self-reported assessments of self-efficacy, cognitive strategy use, and intrinsic value of the course are not only fairly high, but also generally increase over the course of learning. This data suggests that the online AI course might be a success because the students have high self-efficacy and the class fosters self-regulated learning.
翻译：大规模开放在线课程(MOOCs)曾经提供无障碍和可负担的希望。然而,MOOCs通常缺乏专家反馈和社会互动,学生参与率和保留率较低。因此,出现了在线教育的替代方案,包括美国一所主要公立大学的计算机科学在线研究生方案。这个方案被认为是成功的,目前有9000多名学生参加了这个方案。我们从认知科学的角度来回答为什么只有一些在线教育课程才能成功的问题。我们测量了课程中的一个课程中的学习者动机和自我调节,特别是人工智能课程(AI)。对学生的调查表明,学生自我报告对自律能力、认知策略使用和课程内在价值的评估不仅相当高,而且在整个学习过程中也普遍提高。这一数据表明,在线AI课程可能很成功,因为学生的自律能力很高,班里学生鼓励自律学习。
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