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In this paper, we propose a framework for the design of massive open online courses (MOOCs) based upon the principles of self-determination theory, which posits a relationship between intrinsic motivation and the basic psychological need for autonomy, competence, and relatedness. We also report the results of design-based research that evaluates the application of the framework to a MOOC titled “Elite Sport Performance: Psychological Perspectives”. Satisfying basic psychological needs is theorised as central to course design in order to foster intrinsic motivation, optimise engagement, and improve the retention of course participants. We chronicle the design, implementation, and evaluation of the course, providing examples of support features and learning activities. The course was offered over a period of four months, receiving more than 1000 registrations from across the world. Engagement measures, completion indices, and intrinsic motivation scores are reported as well as sample testimonies from learners. Results offer preliminary evidence that a design framework incorporating self-determination theory has utility in the development of MOOCs that successfully engage learners.

The ability to capture large amounts of data that describe the interactions of learners becomes useful when one has a framework in which to make sense of the processes of learning in complex learning environments. Through the analysis of such data, one is able to understand what is happening in these networks; however, deciding which elements will be of most interest in a specific learning context and how to process, visualize, and analyze large amounts of data requires the use of analytical tools that adequately support the phases of the research process. In this article, we discuss the selection, processing, visualization, and analysis of multiple elements of learning and learning environments and the links between them. We discuss, using the cases of two learning environments, how structure affects the behavior of learners and, in turn, how that behavior has the potential to affect learning. This approach will allow us to suggest possible ways of improving future designs of learning environments.

This paper investigates the complex factors that lead to early career teachers (ECTs) deciding to leave the profession. It extends prior studies to show the associations that different elements of preservice education (PSE), early career support, and on-the-job satisfaction have with the intention to leave the profession. The study uses data from 2,144 Australian ECTs to explore these relationships. Results highlight the importance of teachers' collegial relationships with their peers, and replicate prior findings showing the significance of mentoring and induction programs. Results show that elements of job satisfaction are strongly associated with intention to leave the profession, leading to a number of implications for achieving the twin goals of higher teacher retention and job satisfaction.