Understanding Learners' Motivation and Learning Strategies in MOOCs.

Autor/Urheber	Alario-Hoyos, Carlos; Estévez Ayres, Iria Manuela; Pérez Sanagustín, Mar; Delgado Kloos, Carlos; Fernández Panadero, María Carmen
Institution	Athabasca University
Titel	Understanding Learners' Motivation and Learning Strategies in MOOCs.
Quelle	In: Comunidad de Madrid. S2013/ICE-2715; Gobierno de España. TIN2014-53199-C3-1-R; Gobierno de España. FPDI-2013-17411; Gobierno de España. PTQ-15-07505; Alario-Hoyos, C., Estévez-Ayres, I., Pérez-Sanagustín, M., Delgado Kloos, C., y Fernández-Panadero, C. (2017). Understanding Learners' Motivation and Learning Strategies in MOOCs. The International Review of Research in Open and Distributed Learning, 18(3).; 1492-3831; 3; International Review of Research in Open and Distributed Learning; 18; AR/0000024348(2017) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.19173/irrodl.v18i3.2996
Schlagwörter	MOOCs; Motivation; Telecomunicaciones
Abstract	MOOCs (Massive Open Online Courses) have changed the way in which OER (Open Educational Resources) are bundled by teachers and consumed by learners. MOOCs represent an evolution towards the production and offering of structured quality OER. Many institutions that were initially reluctant to providing OER have, however, joined the MOOC wave. Nevertheless, MOOCs detractors strongly criticize their high dropout rates. The dropout rate is a commonly accepted metric of success for traditional education, but it may not be as suitable when dealing with OER, in general, and with MOOCs, in particular, since learners' motivations to take a course are very diverse, and certain self -regulated learning strategies are required to tackle the lack of personalized tutoring and keep pace in the course . This paper presents an empirical study on the motivation and learning strategies of MOOC learners. Six thousand three hundred and thirty-five learners from 160 countries answered a self report 7- point Likert-type questionnaire based on the Motivated Strategies for Learning Questionnaire (MSLQ) as part of a MOOC titled Introduction to Programming with Java. Results indicate that learners were highly motivated and confident to do well in the course. Learning strategies, however, can be improved, especially regarding time management. ; This work has been co-funded by the Erasmus+ Programme of the European Union, projects MOOC-Maker (561533-EPP-1-2015-1-ES-EPPKA2-CBHE-JP), SHEILA (562080-EPP-1-2015-BE-EPPKA3-PI-FORWARD) and COMPETEN-SEA (574212-EPP-1-2016-1- NL-EPPKA2-CBHE-JP), by the Madrid Regional Government, through the eMadrid Excellence Network (S2013/ICE-2715), and by the Spanish Ministry of Economy and Competitiveness, project RESET (TIN2014-53199-C3-1-R) and fellowships FPDI-2013-17411 and PTQ-15-07505.
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