4 Motivation in a Language MOOC: Issues for Course Designers

Abstract

Abstract:Whilst several existing studies on foreign language learning have explored motivation in more traditional settings (Dörnyei, 2003), this paper presents one of the first studies on the motivation of participants in a MOOC. The MOOC, Travailler en français (https://sites.google.com/site/mooctravaillerenfrancais/home), was a 5-week open online course for learners of French at level B1 of the CEFR, and aimed to develop language and employability skills for working in a francophone country. It took place in early 2014 and attracted more than 1000 participants. Intrinsic motivation (Wigfield & Eccles, 2000) is directly linked to one's enjoyment of accomplishing a task. We conducted a study based on the cognitive variables of the Self-Determination Theory (Deci & Ryan, 1985), and adapted the Intrinsic Motivation Inventory to the context of a MOOC in order to understand the expectancy beliefs and task values of participants engaging with the MOOC. Participants answered a 40 Likert-type questions on enjoyment/ interest (i.e. I will enjoy doing this MOOC very much), perceived competence (i.e. I think I will be able to perform successfully in the MOOC), effort (i.e. I will put a lot of effort in this MOOC), value/usefulness (i.e. I think that doing this MOOC will be useful for developing my skills), felt pressure and tension (i.e. I think I might feel pressured while doing the MOOC) and relatedness (i.e. I think I will feel like I can really trust the other participants). Results highlight significant factors that could directly influence intrinsic motivation for learning in a MOOC environment. The chapter makes recommendations for LMOOC designers based on the emerging profile of MOOC participants, on their motivation and self-determination, as well as on the pressures they might feel, including time pressures. Finally, the extent to which participants relate to each other, and are able to engage in social learning and interaction, is a real challenge for LMOOC designers.

Designing MOOCs to Facilitate Participant Self-monitoring for Self-directed Learning

“…Previous studies on SDL have focused on the general perceptions of SDL from students' perspectives (Bonk et al, 2015;Loizzo, Ertmer, Watson, & Watson, 2017) as well as the relations between elements of SDL in MOOCs (Beaven et al, 2014;Kop & Fournier, 2011;Terras & Ramsay, 2015). For example, Terras and Ramsay (2015) examined MOOCs from a psychological perspective, wherein they alluded to some central aspects of SDL, such as motivation and selfmonitoring.…”

Polytechnic ESL Lecturers’ Acceptance of using Massive Open Online Course (MOOC) for Teaching English As A Second Language (ESL)

“…It is concurrent with another study by [26] where they agreed that the learners who enrolled in MOOCs are highly educated. In another study, the majority of participants possessed a good level of education and currently working at the time of taking part in the MOOC [27]. In addition, a different study conducted by [28] has complimented [17].…”

A framework for self-determination in massive open online courses: Design for autonomy, competence, and relatedness

“…Findings from Zhou (2016) in a Chinese MOOC context indicated that autonomous motivation (e.g., intrinsic motivation) plays a central role in terms of continuance intention, and therefore learner-centred design approaches should be a priority for designers. Beaven, Codreanu, and Creuzé (2014) assessed levels of intrinsic motivation in a language MOOC using the Intrinsic Motivation Inventory (IMI; Plant & Ryan, 1985). Perhaps of most relevance in terms of the unique design context of MOOCs, Beaven, Codreanu, and Creuzé (2014) identified factors that created pressure and tension for MOOC participants, including imposed time limits and issues of perceived efficacy.…”