Older Adults' Learning Motivations in Massive Open Online Courses

Autor/inn/en	Xiong, Jie; Zuo, Meiyun
Titel	Older Adults' Learning Motivations in Massive Open Online Courses
Quelle	In: Educational Gerontology, 45 (2019) 2, S.82-93 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xiong, Jie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2019.1581444
Schlagwörter	Older Adults; Learning Motivation; Online Courses; Large Group Instruction; Educational Technology; Technology Uses in Education; Problem Solving; Knowledge Level; Cognitive Development; Recreational Activities; Altruism; Interpersonal Relationship; Age Differences; Gender Differences; Foreign Countries; Ireland (Dublin) + Suchen Sie Ihr Suchwort? Älterer Erwachsener; Motivation for studies; Lernmotivation; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Problemlösen; Wissensbasis; Kognitive Entwicklung; Freizeitgestaltung; Altruistic behavior; Altruismus; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Ausland
Abstract	With the popularization of massive open online courses (MOOCs) in the e-learning landscape, more and more older adults are participating in MOOC learning activities. Understanding older adults' learning motivations in MOOCs will help MOOC developers design suitable learning systems and appropriate course content for older learners. Using a content analysis method, this study identifies six types of learning motivations of older adults in MOOCs: solving problems, acquiring knowledge, improving cognition, seeking fun, benefiting others, and social contact, among which improving cognition is unique to older adults. Based on the above classification, we found that the learning motivations among older adults vary with age and gender. The findings enrich the theories of education for older adults and of learning motivation, and can be used to improve the design of MOOCs for older adults. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01