Exploring how student motivation relates to acceptance and participation in MOOCs

Frías, Esteban Romero; Montaño, José Luis Arquero; Barrio‐García, Salvador del

doi:10.1080/10494820.2020.1799020

Cited by 32 publications

(27 citation statements)

References 82 publications

(110 reference statements)

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“…The main motives behind enrolling in MOOCs include intrinsic and extrinsic motivation (Glynn et al, 2011;Milligan & Littlejohn, 2017;Zheng et al, 2015). For example, Romero-Frías et al (2020) found that MOOC learners showed a high level of intrinsic motivation, while at the same time, certain extrinsic motivations also played a role in their MOOC learning. Barba et al (2016) found a positive relationship between learner motivation, participation, and performance in MOOCs.…”

Section: Motivations In Moocsmentioning

confidence: 99%

Fostering self-directed learning in MOOCs: Motivation, learning strategies, and instruction

Zhu

Bonk

Berri

2022

OLJ

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Given the increasing number of learners in massive open online courses (MOOCs), students’ self-directed learning (SDL) skills are necessary for their success. The purpose of this study was to explore learners’ motivation for enrolling in MOOCs and their SDL strategies, as well as instructional elements that support SDL from learners’ perspectives. This qualitative study adopted a phenomenological research design. The data source was semi-structured interviews with 15 learners from three MOOCs. The data were analyzed using thematic analysis. The researchers found that the motivation for enrolling in MOOCs included intrinsic motivation (e.g., curiosity, improving personal knowledge, and personal interest) and extrinsic motivation (e.g., supporting formal education and career development). The learning strategies used by MOOC learners were task strategies, self-monitoring, and self-management strategies. The task strategies included taking notes, reading texts or subtitles, watching videos, and conducting further research. The self-monitoring strategies included self-assessment, self-reflection, progress indicators, final projects, and authentic tasks. Learners’ self-management strategies (e.g., time management and resource management) varied depending on their diverse motivations. In addition, the instructional elements that support SDL were self-assessment and discussion forums, instructor feedback, flexibility, clearly stated learning goals, the authenticity of the content, and small learning units. The implications of the study are discussed in the paper.

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Section: Motivations In Moocsmentioning

confidence: 99%

Fostering self-directed learning in MOOCs: Motivation, learning strategies, and instruction

Zhu

Bonk

Berri

2022

OLJ

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“…Multi-Group Analysis has been used for structural model assessment in three studies . Romero-Frías et al (2020) have conducted confirmatory factor analysis using LISREL and then applied cluster analysis to understand student motives for MOOCs. Dikcius et al (2020) have used logistics regression to understand the role of social interactions and gamification on MOOC satisfaction.…”

Section: Methodsmentioning

confidence: 99%

Technology Adoption and Continuance of Moocs: A Systematic Literature Review, Synthesis and Future Research Agenda

Shah¹,

Khanna²,

Patel³

2021

JCCC

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Massive Open Online Courses (MOOCs) have garnered a lot of attention and interest from academia and industry. The proliferation of MOOC platforms has opened up immense opportunities for fulfilling learner needs and improving the education landscape. It is important to understand the drivers of MOOC adoption to ensure its complete utilization. Research on MOOC adoption, acceptance, usage, and continuance has increased over a period of time. With this regard, the purpose of this study was to review and synthesize the research on MOOC adoption using a structured and domain-based approach in order to understand its state-of-the-art literature. Seventy empirical articles indexed in Scopus or Web of Science were identified and reviewed systematically using the Theories, Context, Characteristics, and Methods (TCCM) framework. Systematic mapping of studies was taken place to determine the year-wise publications, journal quality, citations, widely used theories, the context in terms of MOOC platforms and country of research, characteristics in terms of widely used constructs, and hypothesized relationships. The systematic literature review highlights Technology Acceptance Model is the dominant model applied in the MOOC adoption research. Further research on MOOC adoption is seen majorly in Asian economies with a narrow focus on developed economies. Although several review studies have taken place on MOOC, their focus has been on the quality, pedagogical or user perspective. This study is the first effort in synthesizing the state-of-the-art literature on MOOC adoption. Future avenues of research are suggested in terms of Theories, Context, Characteristics, and Methods to further the theoretical and practical knowledge on MOOC adoption.

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“…However, different findings were reported by Romero-Frí as et al (2020). Correlation analysis was used to explore how students' motivation affected their participation in MOOCs.…”

Section: Motivation Of Studentsmentioning

confidence: 99%

“…To sum up, scholars identified students' motivations to enrol or to complete a MOOC as intrinsic motivation, extrinsic motivation, and social motivation. Studies indicated that intrinsic factors drove all learners to study MOOCs, but not all learners reported extrinsic motivation (Romero-Frí as et al, 2020). Students who studied sciences, technology, engineering, and mathematics (STEM) courses may have had stronger extrinsic motivation than students who studied other topics (Shapiro et al, 2017).…”

Section: Motivation Of Studentsmentioning

confidence: 99%

“…Students who studied sciences, technology, engineering, and mathematics (STEM) courses may have had stronger extrinsic motivation than students who studied other topics (Shapiro et al, 2017). Intrinsic and extrinsic motivations are not exclusive (Romero-Frí as et al, 2020). Students may start with any of them and develop other motivations during the learning process.…”

Section: Motivation Of Studentsmentioning

confidence: 99%

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MOOCs and Education Access: Evidence from New Zealand

Cao¹

2021

Preprint

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Massive Open Online Courses (MOOCs) are free online courses available for anyone to enrol in and are aimed at unlimited participation (Siemens, 2013). One aim of MOOCs is to increase the accessibility of tertiary education to people who would not usually have access to it. The past decade has seen a rapid development of these courses with a stream of research focused on this new teaching innovation. While there has been research on how MOOCs are developed and why students enrol in MOOCs, there has been relatively less research focused on the accessibility to students in different countries, including those that could be considered less economically developed. This study used a mixed-methods research approach to examine the relationship between MOOCs and the education access of these courses for students, internationally. Quantitative and qualitative data were gathered from both the students' and lecturers' perspectives of two MOOCs taught in a New Zealand university. Quantitative data on the students' demographics and motivations were provided by the EdX platform. These data indicated that most students enrolled in the two MOOCs were from developed countries. Correlation analysis and multivariate regression were used to examine the relationship between students' participation rate and development level in the country where the students were studying. The statistical results indicate that students from developed countries were more likely to enrol in the MOOCs than students from developing countries. Given that MOOCs aim to engage diverse groups of students globally, qualitative data in the form of interviews were used to address the following questions: What are the lecturers' motivations to teach these MOOCs; which groups of students did the lecturers target in their teaching; and how did the lecturers adapt the courses to cater for the learners' diversity? The lecturers anticipated that most MOOCs students were from developed countries and had tertiary degrees. Although the lecturers applied several approaches to engage diverse groups of students, their demographics were largely aligned with the lecturers' expectations. The role of the MOOCs in increasing accessibility to higher education for students who were traditionally excluded was limited.

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Exploring how student motivation relates to acceptance and participation in MOOCs

Cited by 32 publications

References 82 publications

Fostering self-directed learning in MOOCs: Motivation, learning strategies, and instruction

Fostering self-directed learning in MOOCs: Motivation, learning strategies, and instruction

Technology Adoption and Continuance of Moocs: A Systematic Literature Review, Synthesis and Future Research Agenda

MOOCs and Education Access: Evidence from New Zealand

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