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

, Bocconi University, and SDA Bocconi School of Management, Italy ; , , 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, in Las Vegas, NV, United States ISBN 978-1-939797-35-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA


A Harvard and Massachusetts Institute of Technology study reported the 2016 as the year with the minimum number of learners who attended a MOOC. In more recent studies, the number of MOOC-participants who finished a MOOC after enrolment has been observed to be very low with dropout rates between 98 and 90% (Henderikx, Kreijns, & Kalz, 2017). Since high dropout rates are observed, it is relevant to understand what learners expect attending a MOOC. Understanding learners’ motivators for attending MOOCs is essential since it is one of the strongest predictor of MOOCs’ completion (Barba et al., 2016, Xiong et al., 2015). This study analyses what are the main motivators to keep attending a MOOC, the variation in the motivation during the MOOC attending and the relation between motivation and the willingness of enrolment in a new MOOC after attendance in a previous one. An adapted version of IMMS (Instructional Materials Motivation Survey) has been selected to conduct a quantitative analysis of learners’ motivators (Keller, 2010; Huang & Hew, 2016). The result showed that most participants’ motivators medians were positive.


Caporarello, L., Cirulli, F. & Bonaiuti, P. (2018). What motivate learners to keep attending a MOOC and take a new one: a research model proposal. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1449-1461). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 26, 2019 from .

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