Though this study involves 643 students contacted by email, it still represents a small percentage of the total MOOC participants, and does not represent them (to judge by the 49% completion rate in the sample). Still, the question is interesting: "Perhaps specific components of Self-Regulated Learning (SRL) are more powerful contributors to a student's likelihood to complete a MOOC than are some other components." The results are unsurprising: "MOOC completers scored higher in particular aspects of goal setting, such as establishing standards for the assignments, setting short-term goals (i.e., daily or weekly) and long-term goals (i.e., monthly or for the semester), and self-monitoring to maintain what they perceived as a high standard for learning in their MOOCs." The usual caveats for self-selected surveys of this type apply.
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