The role of students' motivation and participation in predicting performance in a MOOC.
Over the last 5 years, massive open online courses (MOOCs) have increasingly provided learning opportunities across the world in a variety of domains. As with many emerging educational technologies, why and how people come to MOOCs needs to be better understood and importantly what factors contribut...
| Publicado en: | Journal of Computer Assisted Learning Vol. 32; no. 3; pp. 218 - 232 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=114853562&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 114853562 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2016 vid: 32 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 114853562 114853562 114853562 10.1111/jcal.12130 114853562 ppf: 218 ppct: 14 formats: tig: atl: The role of students' motivation and participation in predicting performance in a MOOC. aug: au: Barba, P.G. Kennedy, G.E. Ainley, M.D. affil: Melbourne Centre for the Study of Higher Education, The University of Melbourne, Australia sug: subj: Students, College Motivation MOOC Academic Achievement Human Conceptual Framework Economics Education Questionnaires Chi Square Test Models, Statistical P-Value ab: Over the last 5 years, massive open online courses (MOOCs) have increasingly provided learning opportunities across the world in a variety of domains. As with many emerging educational technologies, why and how people come to MOOCs needs to be better understood and importantly what factors contribute to learners' MOOC performance. It is known that online learning environments require greater levels of self-regulation, and that high levels of motivation are crucial to activate these skills. However, motivation is a complex construct and research on how it functions in MOOCs is still in its early stages. Research presented in this article investigated how motivation and participation influence students' performance in a MOOC, more specifically those students who persist to the end of the MOOC. Findings indicated that the strongest predictor of performance was participation, followed by motivation. Motivation influenced and was influenced by students' participation during the course. Moreover, situational interest played a crucial role in mediating the impact of general intrinsic motivation and participation on performance. The results are discussed in relation to how educators and designers of MOOCs can use knowledge emerging from motivational assessments and participation measures gleaned from learning analytics to tailor the design and delivery of courses. © 2016 John Wiley & Sons Ltd pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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