Erschienen in:

26.06.2021 | Original research

Not Only the Intention to Complete: The Role of Action-Oriented Intentions in MOOC Completion

verfasst von: Tatiana Semenova

Erschienen in: Technology, Knowledge and Learning | Ausgabe 3/2022

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Abstract

Der Artikel untersucht die Rolle handlungsorientierter Absichten bei der Durchführung massiver offener Online-Kurse (MOOCs). Es wird die globale Dimension und die vielfältige Lernbasis von MOOCs diskutiert, die einen lernerzentrierten Ansatz zur Beurteilung der Kursqualität erfordern. Die Studie konzentriert sich auf die Kluft zwischen Absicht und Verhalten, bei der sich die Absichten der Lernenden nicht immer in Verhalten niederschlagen. Es stellt das Konzept stark positiver, handlungsorientierter Absichten vor, wie die Absicht, alle Videovorlesungen anzusehen und alle Aufgaben zu erledigen, und ihr Potenzial, die MOOC-Abschlussquoten zu erhöhen. Die Forschung zielt darauf ab, die Beziehung zwischen diesen Absichten und der Fertigstellung des Kurses zu ermitteln, wobei Daten von fünf MOOCs auf der OpenEdu-Plattform verwendet werden. Die Ergebnisse zeigen signifikante Unterschiede im MOOC-Verhalten zwischen Teilnehmern mit stark positiven, handlungsorientierten Absichten und solchen ohne, was die Vorhersagekraft dieser Absichten für den Abschluss des Kurses unterstreicht.

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Vorheriger Artikel The Promises and Pitfalls of Self-regulated Learning Interventions in MOOCs

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Titel: Not Only the Intention to Complete: The Role of Action-Oriented Intentions in MOOC Completion
verfasst von: Tatiana Semenova
Publikationsdatum: 26.06.2021
Verlag: Springer Netherlands
Erschienen in: Technology, Knowledge and Learning / Ausgabe 3/2022
Print ISSN: 2211-1662
Elektronische ISSN: 2211-1670
DOI: https://doi.org/10.1007/s10758-021-09534-1

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Not Only the Intention to Complete: The Role of Action-Oriented Intentions in MOOC Completion

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