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Journal of Computing in Higher Education

Erschienen in:

12.06.2020

Influence of learner motivational dispositions on MOOC completion

verfasst von: Robert L. Moore, Chuang Wang

Erschienen in: Journal of Computing in Higher Education | Ausgabe 1/2021

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Abstract

This study examined the role motivational dispositions had on completing a massive open online course (MOOC) using identifiable data from 10,726 students who enrolled in an iteration of the HarvardX MOOC, Super Earths and Life. As part of the course registration process, learners had the option to complete a pre-course survey and self-report information including their level of education, gender and registration motivations. Using these pre-course survey responses, latent profiles linked to learners’ course performance were created. Results showed education background, gender, and motivation were all significantly related to students’ performance. Furthermore, students with intrinsic motivational dispositions performed better than students with extrinsic dispositions, and females performed better than males.

Vorheriger Artikel Perceived user satisfaction and intention to use massive open online courses (MOOCs)

Nächster Artikel Examining barriers and desired supports to increase faculty members’ use of digital technologies: perspectives of faculty, staff and administrators

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Titel: Influence of learner motivational dispositions on MOOC completion
verfasst von: Robert L. Moore
Chuang Wang
Publikationsdatum: 12.06.2020
Verlag: Springer US
Erschienen in: Journal of Computing in Higher Education / Ausgabe 1/2021
Print ISSN: 1042-1726
Elektronische ISSN: 1867-1233
DOI: https://doi.org/10.1007/s12528-020-09258-8

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