Lizi Cohen
Papers
1
Total Citations
60
H-Index
1
About
Lizi Cohen’s research lies at the intersection of educational technology, self-regulated learning, and motivation, with a particular focus on the dynamics within Massive Open Online Courses (MOOCs). Her most-cited work, “Learning strategies as a mediator for motivation and a sense of achievement among students who study in MOOCs” (2016, 60 citations), offers a pivotal contribution by demonstrating that learning strategies—such as goal-setting and resource management—serve as a critical bridge between students’ motivation and their perceived success in open online environments. This finding reshaped how educators and platform designers understand learner engagement, moving beyond simple access to emphasize the active, strategic role students must play. Cohen’s research highlights that motivation alone is insufficient; without effective learning strategies, achievement remains elusive. Her work has significant implications for instructional design, suggesting that MOOCs should embed scaffolding for metacognitive skills to support diverse learners. By empirically linking strategy use to outcomes, Cohen has provided a framework that continues to influence studies on persistence and satisfaction in digital learning spaces. Her scholarship is essential reading for anyone interested in how to make large-scale online education more equitable and effective.
Research Focus
Key Achievements
Top Papers
- 1