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–student interaction. Most of these issues can be attributed to the large number, diversity, and variation in self-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’ SRL levels by making SRL-focused interventions. However, limited research combines the study of SRL-focused interventions with students’ 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’ learning outcomes, participation in collaborative activities, and retention in the MOOC. These comparisons provided evidence regarding the positive impact of different intervention modes on students’ 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 compared to students assigned to the control group. We also documented that the SRL interventions positively affected students’ course retention.

尽管大规模开放在线课程（MOOC）有潜力提供高质量的学习体验，但也带来了一些问题，例如辍学率高、学生之间的协作困难、教学参与度低以及师生互动有限。这些问题大部分可归因于 MOOC 参与者的自我调节学习 (SRL) 技能数量庞大、多样性和差异性。许多教学设计师试图通过结合协作活动来克服这些问题。其他人试图通过以 SRL 为重点的干预措施来提高学生的 SRL 水平。然而，将 SRL 干预措施的研究与学生参与协作活动、课程保留和 MOOC 环境的学习成果结合起来的研究有限。我们部署了面向编程的 MOOC，其中纳入了基于聊天的协作活动，并由学习分析仪表板提供支持。学生被要求在课程开始和结束时完成以 SRL 为重点的调查问卷。根据他们的分数，我们计算了形成他们的 SRL 水平的平均分数，创建了三组：(a) 对照组，(b) 一般干预，以及 (c) 个性化干预，其中我们提供个性化干预。我们比较了学生的学习成果、协作活动的参与情况以及 MOOC 的保留率。这些比较提供了关于不同干预模式对学生参与协作活动及其学习成果以及不同 SRL 概况的积极影响的证据。与分配到对照组的学生相比，分配到一般干预组和个性化干预组的学生表现出更多的协作活动参与度和学习成果。我们还记录了 SRL 干预措施对学生的课程保留产生积极影响。