Learners Expectations and Motivations using Content Analysis in a MOOC
Daniel F. O. Onah, The University of Warwick, United Kingdom
EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The phenomenon of massive open online courses (MOOCs) has transformed the online educational delivery of courses around the world. There are several literature on MOOC publicity in the press, but little has been mentioned and discussed about the learner expectation and motivation. This paper investigates MOOC learner expectations and motivation from different perspectives. What they are hoping to achieve and how they prefer to learn. Firstly, we review existing literature bringing findings about learner expectations and motivation. We provide discussion from previously analysed research to review some learners’ expectation leading to motivation. Secondly, using the initial pilot investigation, we provide preliminary analysis of data from computing for teachers MOOC, run by the University of Warwick, UK hosted using Moodle platform. The first pilot study of CfT MOOC registered over 500 participants in 2013/2014. The CfT MOOC is of two main strands, programming and computing concepts.
Onah, D.F.O. (2015). Learners Expectations and Motivations using Content Analysis in a MOOC. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 192-201). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)
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