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Sense of Achievement in MOOCs Learning amongst Science and Technology Students
PROCEEDINGS

, Gordon College of Education, Israel ; , Holon Institute of Technology, Israel

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of the study was to examine learning strategies and motivational orientations contribution to sense of achievement in academic MOOC, amongst students participating in the program. 164 pupils participated, 70 (42.9%) of them were 8-9th graders in 'scientific academic reserve' and 93 (57.1%) were 9-12th graders in mechatronics class. Motivated strategies learning questionnaire (MSLQ) was used, following adjustments to fit the purpose of this study, and, in addition a sense of achievement index in academic MOOC. SEM path analysis results suggested that projects based learning subjects had significant positive impact on motivational orientations and learning strategies, and they in turn had a significant positive impact on sense of achievement in academic MOOC. It can be concluded that the processes involved in a learning environment that combines academic MOOC, focus on motivation orientations and learning strategies based on the learnt topic, its content and character. Thus,

Citation

Magen- Nagar, N. & Cohen, l. (2015). Sense of Achievement in MOOCs Learning amongst Science and Technology Students. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 2828-2834). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 10, 2019 from .

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