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What motivates enrolment in programming MOOCs?
ARTICLE

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British Journal of Educational Technology Volume 50, Number 1, ISSN 0007-1013 e-ISSN 0007-1013 Publisher: Wiley

Abstract

Learners who enrol in massive open online courses (MOOCs) have different backgrounds and tend to have different motivations than learners in traditional courses. Based on value‐expectancy theory, an instrument was developed to measure motivation for enrolling in a programming MOOC. A study with 1229 adult participants in Estonian‐language programming course “About Programming” was conducted to validate the instrument. Results of confirmatory factor analysis validated the 7‐factor scale named factors influencing enrolment in MOOC (FIEM). FIEM comprises three factors of expectancies, three factors of values and one factor of social influence. The highest and lowest rated motivational factors influencing enrolment in programming MOOC are discussed in the paper. Interest in and expectations for the course, personal suitability of distance learning and suitability for family and work are the highest‐rated motivational factors for those who enrol in MOOC. Usefulness related to own children, social influence and usefulness to related to certification were the lowest rated. The results of this study can be useful for designers of programming MOOCs and the developed scale might be used in future studies.

Citation

Luik, P., Suviste, R., Lepp, M., Palts, T., Tõnisson, E., Säde, M. & Papli, K. (2019). What motivates enrolment in programming MOOCs?. British Journal of Educational Technology, 50(1), 153-165. Wiley. Retrieved August 15, 2020 from .