Understanding Learners' Motivation and Learning Strategies in MOOCs

Autor/inn/en	Alario-Hoyos, Carlos; Estévez-Ayres, Iria; Pérez-Sanagustín, Mar; Delgado Kloos, Carlos; Fernández-Panadero, Carmen
Titel	Understanding Learners' Motivation and Learning Strategies in MOOCs
Quelle	In: International Review of Research in Open and Distributed Learning, 18 (2017) 3, S.119-137 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Large Group Instruction; Online Courses; Educational Technology; Technology Uses in Education; Resource Units; Shared Resources and Services; Dropout Rate; Student Motivation; Learning Strategies; Questionnaires; Likert Scales; Programming; Self Management; Student Attitudes; Adult Learning; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Gemeinwirtschaft; Schulische Motivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Likert-Skala; Programmierung; Selbstmanagement; Schülerverhalten; Adulte education; Adult training; Erwachsenenbildung
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. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01