You are here:

Understanding Learners’ Motivation and Learning Strategies in MOOCs
ARTICLE

, , Universidad Carlos III de Madrid ; , Pontificia Universidad Catlica de Chile, Santiago, Chile ; , , Universidad Carlos III de Madrid

IRRODL Volume 18, Number 3, ISSN 1492-3831 Publisher: Athabasca University Press

Abstract

MOOCs (Massive Open Online Courses) have changed the way in which OER (Open Educational Resources) are bundled by teachers and consumed by learners. MOOCs represent an evolution towards the production and offering of structured quality OER. Many institutions that were initially reluctant to providing OER have, however, joined the MOOC wave. Nevertheless, MOOCs detractors strongly criticize their high dropout rates. The dropout rate is a commonly accepted metric of success for traditional education, but it may not be as suitable when dealing with OER, in general, and with MOOCs, in particular, since learners\u2019 motivations to take a course are very diverse, and certain self-regulated learning strategies are required to tackle the lack of personalized tutoring and keep pace in the course. This paper presents an empirical study on the motivation and learning strategies of MOOC learners. Six thousand three hundred and thirty-five learners from 160 countries answered a self-report 7-point Likert-type questionnaire based on the Motivated Strategies for Learning Questionnaire (MSLQ) as part of a MOOC titled Introduction to Programming with Java. Results indicate that learners were highly motivated and confident to do well in the course. Learning strategies, however, can be improved, especially regarding time management.

Citation

Alario-Hoyos, C., Estvez-Ayres, I., Prez-Sanagustn, M., Delgado Kloos, C. & Fernndez-Panadero, C. (2017). Understanding Learners’ Motivation and Learning Strategies in MOOCs. The International Review of Research in Open and Distributed Learning, 18(3),. Athabasca University Press. Retrieved March 22, 2019 from .

Keywords

View References & Citations Map

References

  1. Abelson, H. (2008). The creation of OpenCourseWare at MIT. Journal of Science Education and Technology, 17(2), 164-174.
  2. Atkins, D.E., Brown, J.S., & Hammond, A.L. (2007). A review of the open educational resources
  3. Barnard, L., Paton, V., & Lan, W. (2008). Online self-regulatory learning behaviors as a mediator in
  4. Collazos, C.A., González, C.S., & García, R. (2014). Computer supported collaborative MOOCs: CSCM. In Proceedings of the 2014 Workshop on Interaction Design in Educational Environments (P. 28). ACM.
  5. Clow, D. (2013). MOOCs and the funnel of participation. In Proceedings of the Third International Conference on Learning Analytics and Knowledge, (pp. 185-189). ACM.
  6. Cohen, L., & Magen-Nagar, N. (2016). Self-Regulated Learning and a sense of achievement in MOOCs
  7. Colorado, J.T., & Eberle, J. (2010). Student demographics and success in online learning environments. Emporia State Research Studies, 46(1), 4-10.
  8. Davis, H.C., Dickens, K., Leon Urrutia, M., Sánchez-Vera, M.M., & White, S. (2014). MOOCs for
  9. DeBoer, J., Stump, G.S., Seaton, D., Ho, A., Pritchard, D.E., & Breslow, L. (2013). Bringing student
  10. Deci, E.L., Vallerand, R.J., Pelletier, L.G., & Ryan, R.M. (1991). Motivation and education: The selfdetermination perspective. Educational Psychologist, 26(3–4), 325-346.
  11. Fontana, R.P., Milligan, C., Littlejohn, A., & Margaryan, A. (2015). Measuring self ‐regulated learning in the workplace. International Journal of Training and Development, 19(1), 32-52.
  12. Fox, A. (2013). From MOOCs to SPOCs. Communications of the ACM, 56(12), 38-40.
  13. Gasevic, D., Kovanovic, V., Joksimovic, S., & Siemens, G. (2014). Where is research on massive open
  14. Gené, O.B., Núñez, M.M., & Blanco, Á. F. (2014). Gamification in MOOC: Challenges, opportunities and proposals for advancing MOOC model. In Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 215-220).
  15. Gutiérrez-Rojas, I., Alario-Hoyos, C., Pérez-Sanagustín, M., Leony, D., & Delgado Kloos, C. (2014). Scaffolding self-learning in MOOCs. In Proceedings of the Second MOOC European Stakeholders Summit, EMOOCs 2014, (pp. 43-49).
  16. Halawa, S., Greene, D., & Mitchell, J. (2014). Dropout prediction in MOOCs using learner activity features. ELearning Papers, 37, 7-16.
  17. Hamid, S., & Singaram, V.S. (2016). Motivated strategies for learning and their association with
  18. Ho, A.D., Reich, J., Nesterko, S., Seaton, D.T., Mullaney, T., Waldo, J., & Chuang, I. (2014).
  19. Kizilcec, R.F., & Halawa, S. (2015). Attrition and achievement gaps in online learning. In Proceedings of the Second ACM Conference on Learning@Scale, (pp. 57–66). ACM.
  20. Kizilcec, R.F., Pérez-Sanagustín, M., & Maldonado, J.J. (2016). Recommending self-regulated learning strategies does not improve performance in a MOOC. In Proceedings of the Third ACM Conference on Learning@ Scale (pp. 101-104). ACM.
  21. Kizilcec, R.F., Pérez-Sanagustín, M., & Maldonado, J.J. (2017). Self-regulated learning strategies
  22. LinkedIn. (2016). The 25 skills that can get you hired in 2016 [Web blog post], Retrieved from http://www.slideshare.net/linkedin/the-25-skills-that-could-get-you-hired-in-2016
  23. Littlejohn, A., & Milligan, C. (2016). Designing MOOCs for professional learners: Tools and patterns to encourage self-regulated learning. The Internet and Higher Education, 29, 40-48.
  24. Liyanagunawardena, T.R., Adams, A.A., & Williams, S.A. (2013). MOOCs: A systematic study of the published literature 2008-2012. The International Review of Research in Open and Distributed Learning, 14(3), 202-227.
  25. Magen-Nagar, N., & Cohen, L. (2016). Learning strategies as a mediator for motivation and a sense of
  26. Nawrot, I., & Doucet, A. (2014). Building engagement for MOOC students: Introducing support for time management on online learning platforms. In Proceedings of the 23rd International Conference on WorldWide Web (pp. 1077-1082). ACM.
  27. Pappano, L. (2012). The year of the MOOC. The New York Times. Retrieved from http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-aremultiplying-at-a-rapid-pace.html
  28. Pintrich, P.R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International journal of educational research, 31(6), 459-470.
  29. Pintrich, P.R., Smith, D.A., García, T., & McKeachie, W.J. (1991). A manual for the use of the
  30. Puustinen, M., & Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269-286.
  31. Riel, J., & Lawless, K.A. (2017). Developments in MOOC technologies and participation since 2012: Changes since “The year of the MOOC.” In M. Khosrow-Pour (Ed.), Encyclopedia of
  32. Rovai, A.P., Ponton, M.K., Wighting, M.J., & Baker, J.D. (2007). A comparative analysis of student
  33. Schunk, D.H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 85-94.
  34. Terras, M.M., & Ramsay, J. (2015). Massive open online courses (MOOCs): Insights and challenges from a psychological perspective. British Journal of Educational Technology, 46(3), 472-487.
  35. Vaibhav, A., & Gupta, P. (2014). Gamification of MOOCs for increasing user engagement. In 2014
  36. Veletsianos, G., & Shepherdson, P. (2016). A systematic analysis and synthesis of the empirical MOOC literature published in 2013–2015. The International Review of Research in Open and Distributed Learning, 17(2), 198-221.
  37. Wang, Y., & Baker, R. (2015). Content or platform: Why do students complete MOOCs? Journal of Online Learning and Teaching, 11(1), 17.
  38. Yuan, L., & Powell, S. (2013). MOOCs and open education: Implications for higher education. JISC CETIS. Retrieved from http://publications.cetis.org.uk/2013/667
  39. Zheng, S., Rosson, M.B., Shih, P.C., & Carroll, J.M. (2015). Understanding student motivation, behaviors and perceptions in MOOCs. In Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work& Social Computing (pp. 1882-1895). ACM.
  40. Zimmerman, B.J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

View References & Citations Map

Cited By

  1. What motivate learners to keep attending a MOOC and take a new one: a research model proposal

    Leonardo Caporarello, Bocconi University, and SDA Bocconi School of Management, Italy; Federica Cirulli & Paolo Bonaiuti, Bocconi University, BUILT Bocconi University Innovations in Learning and Teaching, Italy

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 1449–1461

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.