scholarly journals Connecting Learner Motivation to Learner Progress and Completion in Massive Open Online Courses | Relier la motivation de l’apprenant à ses progrès et à l’achèvement des cours en ligne ouverts à tous

2018 ◽  
Vol 44 (2) ◽  
Author(s):  
Hedieh Najafi ◽  
Carol Rolheiser ◽  
Laurie Harrison ◽  
Will Heikoop
Keyword(s):  
Learning Outcomes ◽  
Self Efficacy ◽  
Online Courses ◽  
Course Completion ◽  
Task Value ◽  
Massive Open Online Courses ◽  
Learning Goals ◽  
Massive Open Online ◽  
Learner Motivation ◽  
And Task

We examined how massive open online courses (MOOC) learners’ motivational factors, self-efficacy, and task-value related to their course progress and achievement, as informed by learners’ initial course completion intention. In three individual MOOCs, learners completed a pre-course survey to report their levels of task-value and self-efficacy and to indicate their intention to complete each course topic. Using clustering techniques, we identified two distinct groups of learners in the three MOOCs based on self-efficacy and task-value variables: higher-motivation group and lower-motivation group. The higher-motivation group achieved significantly higher grades in two of the MOOCs, and also adhered to their initial completion intention significantly more so than the lower-motivation group. We posit that MOOC completion research should consider learners’ topic-level interest as one success criterion. Further research can clarify perceived task-value in relation to learners’ existing knowledge, their learning goals, and learning outcomes related to the MOOC participation.Nous avons examiné comment, dans les cours en ligne ouverts à tous (CLOT), les facteurs de motivation des apprenants, leur autoefficacité et leur valeur tâche étaient reliés à leurs progrès et à leur achèvement du cours selon l’intention initiale d’achèvement du cours des apprenants. Dans trois CLOT, les apprenants ont rempli un sondage avant le début du cours pour indiquer leur degré de valeur tâche et d’autoefficacité, ainsi que leur intention de compléter chaque sujet du cours. À l’aide de techniques agglomératives, nous avons cerné deux groupes distincts d’apprenants dans trois CLOT selon les variables de la valeur tâche et de l’autoefficacité : un groupe à plus forte motivation, et un groupe dont la motivation était plus faible. Le groupe dont la motivation était plus élevée a obtenu des notes considérablement plus élevées dans deux CLOT et, dans deux cours, ont adhéré à leur intention initiale d’achèvement considérablement plus que le groupe dont la motivation était moindre. Nous posons en principe que la recherche sur l’achèvement des CLOT devrait tenir compte de l’intérêt des apprenants sur le plan des sujets comme étant un critère de réussite. De plus amples recherches pourraient clarifier la valeur tâche perçue relativement aux connaissances préalables des apprenants, à leurs objectifs d’apprentissage et aux résultats d’apprentissage liés à la participation aux CLOT.

Participating by activity or by week in MOOCs

2018 ◽  
Vol 119 (9/10) ◽  
pp. 572-585 ◽  
Author(s):  
Alok Baikadi ◽  
Carrie Demmans Epp ◽  
Christian D. Schunn
Keyword(s):  
Learning Outcomes ◽  
Design Methodology ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Learning Activities ◽  
Massive Open Online ◽  
Full Spectrum ◽  
Content Type ◽  
Activity Form

Purpose The purpose of this study was to provide a new characterization of the extent to which learners complete learning activities in massive open online courses (MOOCs), a central challenge in these contexts. Prior explorations of learner interactions with MOOC materials have often described these interactions through stereotypes, which accounts for neither the full spectrum of potential learner activities nor the ways those patterns differ across course designs. Design/methodology/approach To overcome these shortcomings, the authors apply confirmatory and exploratory factor analysis to learner activities within three MOOCs to test different models of participation across courses and populations found within those courses. Findings Courses varied in the extent to which participation was driven by learning activities vs time/topic or a mixture of both, but this was stable across offerings of the same course. Research limitations/implications The results call for a reconceptualization of how different learning activities within a MOOC are designed to work together, to better allow strong learning outcomes even within one activity form or more strongly encourage participation across activities. Originality/value The authors validate new continuous-patterns rather than a discrete-pattern participation model for MOOC learning.

scholarly journals How MOOC-Takers Estimate Learning Success: Retrospective Reflection of Perceived Benefits

2018 ◽  
Vol 19 (5) ◽  
Author(s):  
Svetlana Sablina ◽  
Natalia Kapliy ◽  
Alexandr Trusevich ◽  
Sofia Kostikova
Keyword(s):  
Text Analysis ◽  
Career Education ◽  
Online Courses ◽  
Course Completion ◽  
Massive Open Online Courses ◽  
Learning Technology ◽  
Perceived Benefits ◽  
Massive Open Online ◽  
Learning Success ◽  
New Learning

Massive open online courses (MOOCs) have attracted a great deal of interest in recent years as a new learning technology. Since MOOCs inception, only limited research has been carried out to address how learners perceive success in MOOCs after course completion.  The aim of this study was to investigate the perceived benefits as the measurement of learning success.  Narrative interviews were conducted with 30 Russian-speaking learners who completed at least one MOOC in full.  By employing text analysis of interview transcripts, we revealed the authentic voices of participants and gained deeper understanding of learners' perceived benefits based on retrospective reflection. The findings of the study indicate that after finishing MOOCs, learners have received tangible and intangible benefits that in general justified their expectations.  University-affiliated students, as well as working professionals, recognized the complementarity of MOOCs, but their assessments were limited to educational tracks. We discovered that taking MOOCs often coincided with the time when an individual was planning to change career, education, or life tracks.  The results of the study and their implications are further discussed, together with practical suggestions for MOOC providers.

scholarly journals A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses

2011 ◽  
Vol 12 (7) ◽  
pp. 74 ◽  
Author(s):  
Rita Kop ◽  
Hélène Fournier ◽  
John Sui Fai Mak
Keyword(s):  
Learning Outcomes ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Networked Learning ◽  
Information Flows ◽  
Human Beings ◽  
Massive Open Online ◽  
Emergent Technologies ◽  
Emergent Learning ◽  
Design Of Learning Environments

<p>This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators. This pedagogy is based on the building of connections, collaborations, and the exchange of resources between people, the building of a community of learners, and the harnessing of information flows on networks. This resonates with the notion of emergent learning as learning in which actors and system co-evolve within a MOOC and where the level of presence of actors on the MOOC influences learning outcomes. <br /><br /></p>

scholarly journals Framework for Personalizing Mooc Courses based on Learners’ Stress Levels Towards Increased Course Completion Rates

2019 ◽  
Vol 8 (9) ◽  
pp. 2721-2724
Keyword(s):  
Online Courses ◽  
Course Completion ◽  
Content Delivery ◽  
Massive Open Online Courses ◽  
Completion Rates ◽  
Massive Open Online ◽  
Online Learners ◽  
Learning Platform ◽  
Stress Levels ◽  
Open Nature

Massive Open Online Courses (MOOC) has gained a huge popularity amongst the current generation students mainly because of its open nature and its ubiquity. MOOC made it possible for thousands of aspiring learners to learn from their favorite Universities. Though this online learning platform has its advantages, many studies have proved that these massive courses are suffering from tremendous rates in students’ dropouts. This study surveys the major causes of dropouts and would try to link the MOOC failures with the learners’ stress levels. The study also proposes a framework which could be used while designing MOOC courses and will help MOOC providers to personalize the content delivery according to the online learners’ stress levels.

Integrating Motivational Strategies Into Massive Open Online Courses (MOOCs)

2018 ◽  
pp. 213-235 ◽  
Author(s):  
Hasan Uçar ◽  
Alper Tolga Kumtepe
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Design Model ◽  
Retention Rates ◽  
Motivational Strategies ◽  
Massive Open Online ◽  
Learner Motivation ◽  
Motivational Design ◽  
Potential Remedy

Massive Open Online Courses, aka MOOCs, have become an indispensable part of the online education routine. Many universities and organizations put a lot of effort into designing, developing, and running such courses. However, it still remains to be an under-researched area. One of the most important issues associated with success in MOOCs is the learner motivation. High dropout and low retention rates have been attributed to learners' low motivation. A recipe for these motivational challenges in MOOCs is provided by the ARCS-V motivational theory. This motivation design model provides a frame for analyzing the MOOCs learners, learning environment, and the resources. Based on this analysis, the model provides suggestions for assigning motivational tactics and strategies. Therefore, the purpose of this chapter is to introduce Keller's ARCS-V motivational design model and discuss it as a potential remedy to motivational issues in MOOCs by administering and delivering motivational strategies based on the model in MOOCs environments.

scholarly journals Massive open online course completion rates revisited: Assessment, length and attrition

2015 ◽  
Vol 16 (3) ◽  
Author(s):  
Katy Jordan
Keyword(s):  
Online Courses ◽  
Course Completion ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Completion Rates ◽  
Massive Open Online ◽  
Attrition Rates ◽  
Start Date ◽  
Massive Open Online Course ◽  
Course Length

<p>This analysis is based upon enrolment and completion data collected for a total of 221 Massive Open Online Courses (MOOCs). It extends previously reported work (Jordan, 2014) with an expanded dataset; the original work is extended to include a multiple regression analysis of factors that affect completion rates and analysis of attrition rates during courses. Completion rates (defined as the percentage of enrolled students who completed the course) vary from 0.7% to 52.1%, with a median value of 12.6%. Since their inception, enrolments on MOOCs have fallen while completion rates have increased. Completion rates vary significantly according to course length (longer courses having lower completion rates), start date (more recent courses having higher percentage completion) and assessment type (courses using auto grading only having higher completion rates). For a sub-sample of courses where rates of active use and assessment submission across the course are available, the first and second weeks appear to be critical in achieving student engagement, after which the proportion of active students and those submitting assessments levels out, with less than 3% difference between them.</p>

Exploring the Effectiveness of Self-Regulated Learning in Massive Open Online Courses on Non-Native English Speakers

2015 ◽  
Vol 13 (3) ◽  
pp. 61-73 ◽  
Author(s):  
Liang-Yi Chung
Keyword(s):  
Learning Strategies ◽  
English Learners ◽  
Self Efficacy ◽  
Online Courses ◽  
Native English Speakers ◽  
Massive Open Online Courses ◽  
English Speakers ◽  
Massive Open Online ◽  
Self Regulated Learning ◽  
Regulated Learning

Massive Open Online Courses (MOOCs) are expanding the scope of online distance learning in the creation of a cross-country global learning environment. For learners worldwide, MOOCs offer a wealth of online learning resources. However, such a diversified environment makes the learning process complicated and challenging. To achieve their objectives, learners need to adapt regulation strategies based on different situations in the process, which is called self-regulated learning. Previous research findings emphasize that self-efficacy is one of the key factors that influences self-regulated learning. Currently MOOCs are primarily offered in English, but many students are non-native English speakers. For these learners, English serves as a cross-language and cross-cultural communication medium, and English self-efficacy is a defining element affecting this language application. To further examine the impact of English self-efficacy on self-regulated learning, this study uses non-native English learners in MOOCs as test subjects. It is evident that there is a positive and significant correlation between non-English learners' self-efficacy and self-regulated learning in MOOCs; the higher the English self-efficacy, the better use of self-regulated learning strategies. This study aims to offer some insight into self-regulated learning strategies of non-native English speakers taking MOOCs, so relevant instructors can subsequently provide more suitable and effective learning methods.

scholarly journals Factors for Success and Course Completion in Massive Open Online Courses through the Lens of Participant Types

Open Praxis ◽  
2020 ◽  
Vol 12 (2) ◽  
pp. 223
Author(s):  
Isa Bingol ◽  
Engin Kursun ◽  
Halil Kayaduman
Keyword(s):  
Course Design ◽  
Online Courses ◽  
Participation Rate ◽  
Course Completion ◽  
Massive Open Online Courses ◽  
Personal Factors ◽  
Structured Interviews ◽  
Massive Open Online ◽  
Technical Issues ◽  
Instructor Effectiveness

The main purpose of this study is to investigate the factors for success and course completion through the lens of participants in a Massive Open Online Courses (MOOCs) system implemented in Turkey. Thirty-two participants were selected on the basis of purposive sampling among 5000 enrolled users from 10 MOOCs, who were then classified into 3 types –lurking, moderately active, memorably active– based on their participation rate in the course activities. The data were collected via the use of two semi-structured interviews. According to the findings, the factors for success in MOOCs to the participants were divided into three categories: instructor effectiveness, course design, and personal factors. As to the factors for course completion, the categories identified were the instructor, course design, personal factors, technical issues, and affordability/clarity. The findings regarding success and course completion were discussed in detail and recommendations were provided to enhance participation in MOOCs.

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