Motivation for MOOC learning persistence: An expectancy–value theory perspective

Abstract

Managing learning continuity is critical for successful MOOC learning. Thus, enabling learners to have learning persistence needs to be integrated into the MOOC learning design. Motivation effort is a critical component enabling students to maintain continuous MOOC learning. The expectancy–value theory explains why learners engage in learning: (1) they have a higher perceived ability for learning success, (2) place value on learning, and (3) avoid psychological costs. However, it is unclear how these factors affect MOOC learning persistence and how learners’ motivation is formed from this perspective. This experimental study explored how learners’ motivational variables affect their learning persistence, focusing on the expectancy–value theory. The results of this study indicated that academic self-efficacy and task value had significant positive effects on learning persistence. The structural relationship of antecedent, process, and outcome variables showed that teaching presence as an antecedent had a significantly positive effect on academic self-efficacy and task value. Among the three factors of the expectancy–value theory, only the task value influenced learning persistence through student engagement as a mediator. Based on the results, suggestions are provided for motivating MOOC environments that support learners’ continuous MOOC learning.

MOOC awareness and utilization among students of selected Polish universities

“…For other researchers, the development of motivational processes is significant from an integrative standpoint (Skinner et al, 2009). Various factors, such as the influence of the environment, self-concept, the learning process itself, and performance, contribute to its formation (Lee & Song, 2022). The author's own research demonstrated that students were more interested in MOOC courses during the COVID-19 pandemic.…”

“…One such idea might be breaking the course down into smaller units for easier assimilation or providing additional visual aids (Padilla Rodriguez et al, 2020). International observations also emphasize the importance of proper guidance before the start of the course, creating a learning-conducive environment, and delivering high-quality content (Gupta & Maurya, 2022;Lee & Song, 2022).…”

Effective interactive engagement strategies for MOOC forum discussion: A self-efficacy perspective

“…The concept of self-efficacy has been examined in MOOC studies. Most studies identified self-efficacy as one of the significant predictors or moderators for learning outcomes in a MOOC environment, such as academic success [31], completion rate [32], perceived effectiveness of MOOC [33], MOOC learners' learning persistence [34], and increased motivation level [35]. Some other studies investigated the sources of MOOC learners' self-efficacy [36].…”

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“…The pedagogical approaches during the COVID-19 pandemic have primarily shifted to online platforms, creating a blended learning environment. This sudden shift has required educators to rethink strategies to maintain a learning environment that is conducive to student motivation (Lee & Song, 2022). Recent empirical work, such as the study by Chin et al (2022), underscores the importance of expectancy beliefs and task values in influencing the motivational dynamics among learners.…”