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"MOOCs"
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The role of motivation in MOOCs’ retention rates: a systematic literature review
Although MOOCs platforms offer a unique way to provide information for a large cohort of participants, only a small percentage of participants complete MOOCs. The high number of dropouts in MOOCs is a key challenge, and the literature suggests that it can be affected by participants' motivation. However, it is not known how and to what extent motivation influences participants’ dropout in MOOCs. There is a need to provide an overview of the role of motivation in MOOCs’ retention. In this study, we aimed to identify motivational factors and theories that affect participants’ retention in MOOCs and explain how does motivation supports participants to complete MOOCs. To do so, a systematic review was conducted using specific inclusion and exclusion criteria and a set of relevant keywords and databases which resulted in 50 relevant publications. Our analysis led us to identify six main motivational factors that influence participants’ MOOCs completion including academic, social, course, personal, professional, and technological motives. These factors were divided into two main categories including need-based motivation and interest-based motivation. The results showed that academic motives play the most important role in participants’ MOOCs retention compared to the other factors. It was also found that self-determination theory was used as the most dominant theory to support participants’ motivation for MOOCs completion. In addition, the results revealed that the motivational factors not only impacts participants’ MOOCs retention directly, but also this impact is mediated by participant satisfaction, self-regulation, attitude toward using MOOCs, performance, engagement, and level of participation. Based on the results, further implications for practice and future research are provided.
Journal Article
Self-directed learning in MOOCs: exploring the relationships among motivation, self-monitoring, and self-management
Given that massive open online learning courses (MOOCs) are considerably different from traditional classrooms in terms of roles and responsibilities of instructors and learners, successful learners are required to be self-directed in MOOC learning environments. One of the most popular self-directed learning (SDL) models proposed by Garrison (Adult Education Quarterly 48(1):18–33,
https://doi.org/10.1177/074171369704800103
,
1997
) includes three components: motivation, self-monitoring, and self-management. This model was originally discussed from traditional online and face-to-face learning environment. Thus, the present study investigated the relationship among motivation, self-monitoring, and self-management in MOOCs by surveying 322 MOOC learners. Using structural equation modeling, this study found that motivation directly affected self-monitoring and indirectly influenced self-management through self-monitoring. In addition, self-monitoring positively influenced self-management. Therefore, promoting student self-monitoring skills and motivating students is critical. Additional research is needed on the ways to facilitate and support self-monitoring of MOOC learners. Future research could examine the influence of the three elements of SDL on learning achievement and engagement. In addition, further exploration of learner behaviors in MOOCs could provide insights on facilitating learners’ SDL.
Journal Article
Modeling of next generation digital learning environments : complex systems theory
The emergence of social networks, OpenCourseWare, Massive Open Online Courses, informal remote learning and connectivist approaches to learning has made the analysis and evaluation of digital learning environments more complex. Modelling these complex systems makes it possible to transcribe the phenomena observed and facilitates the study of these processes with the aid of specific tools. Once this essential step is taken, it then becomes possible to develop plausible scenarios from the observation of emerging phenomena and dominant trends. This book highlights the contribution of complex systems theory in the study of next generation digital learning environments.
Book
Investigating what learners value in marketing MOOCs: a content analysis
The purpose of this study was to investigate learners’ experiences in marketing Massive Open Online Courses (MOOCs). The comments of 255 learners, collected from three top-rated marketing MOOCs, were analyzed with MAXQDA, a content analysis software. The analysis of the 517 meanings (unit of analysis) that emerged from these comments produced five themes and 16 associated categories valued by learners, each comprising several categories as follows: (a) topic and its categories: value, content, difficulty level, knowledge gain, insight increase, and cost effectiveness; (b) instructor and its categories: characteristics, content delivery, and communication; (c) peers and its categories: interaction and evaluation; (d) instructional design and its categories: workload, structuredness, and assessment; and (e) learning resources and its categories: quality and diversity. Among the 517 meanings, 448 were positive and 69 were negative, suggesting that the learners approved of the current practices of teaching and learning in the three marketing MOOCs. Further analyses showed that content delivery in the instructor theme and content and value in the topic theme were of considerable importance from the learners’ perspectives with regard to positive experiences; however, peer evaluation in the peers theme and assessment in the instructional design theme were negatively viewed by the learners. Discussion is provided to interpret the findings.
Journal Article
Effects of internet connection quality and device compatibility on learners' adoption of MOOCs
This study investigated the potential impact of Internet connection quality and device compatibility on learners' adoption of Massive Open Online Courses (MOOCs) by employing the Technology Acceptance Model as a framework. A descriptive cross-sectional research design was applied to data collected from 1,587 learners, followed by a two-way multivariate analysis of variance. The results showed that the Internet connection quality and device compatibility factors affected learners' acceptance of MOOCs when the factors were tested together (p = .004), or separately (p ＜ .001). Moreover, Internet connection quality and device compatibility factors affected learners' perceived usefulness (p ＜ .001), ease of use (p = .008), and their intention towards continued use of MOOCs (p = .006). This study provided significant evidence for the need to consider learners with low Internet connectivity and device compatibility when designing MOOCs. It thereby implies that designers of MOOCs should develop alternative learning modalities to accommodate individuals with limited Internet connectivity. This approach aims to not only augment the initial adoption of MOOCs but also ensure their long-term viability and endurance. Specifically, the study recommends the creation of low-bandwidth versions of MOOCs, and the implementation of offline viewing options to mitigate bandwidth constraints and enhance learners' receptiveness to them. This strategic approach, in turn, is anticipated to facilitate the wider diffusion and sustainability of MOOCs.
Journal Article
Massive open online courses : the MOOC revolution
\"Are MOOCs a catalyst for reimagining education, a sign of the increased corporatization of the education sector, or merely a well-publicized but passing trend? Massive Open Online Courses shares insights from multiple stakeholders on what MOOCs are now and could eventually become, providing those in higher education as well as K-12, military, government, and corporate training with an authoritative source on a wide range of key issues surrounding MOOCs. MOOCs, or Massive Open Online Courses, are a disruptive technology currently forcing a serious reconceptualization of accreditation, assessment, motivation and retention, technology-based instruction, and the overall student experience. In this timely volume, Paul Kim brings together experts from higher education, business, law, learning analytics and other relevant areas to provide an evenhanded, research-based positioning of MOOCs within the existing educational technology landscape and a base for understanding whether they could reshape the future of education\"-- Provided by publisher.
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