Factors Influencing the Pursuit of Personal Learning Goals in MOOCs

Autor/inn/en	Henderikx, Maartje; Kreijns, Karel; Castaño Muñoz, Jonatan; Kalz, Marco
Titel	Factors Influencing the Pursuit of Personal Learning Goals in MOOCs
Quelle	In: Distance Education, 40 (2019) 2, S.187-204 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kreijns, Karel) ORCID (Castaño Muñoz, Jonatan) ORCID (Kalz, Marco)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2019.1600364
Schlagwörter	Online Courses; Large Group Instruction; Goal Orientation; Lifelong Learning; Barriers; Age Differences; Gender Differences; Educational Attainment; Family Work Relationship; Young Adults; Educational Technology; Technology Uses in Education; Knowledge Level; Foreign Countries; Adult Education; Spain + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Zielorientierung; Zielvorstellung; Life-long learning; Lebenslanges Lernen; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Young adult; Junger Erwachsener; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Wissensbasis; Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Spanien
Abstract	MOOCs are promising opportunities for lifelong learning, but as promising as these learning opportunities seem, many learners do not succeed in pursuing their personal learning goals. Barriers to learning are the main reason for not finishing the intended (parts of the) MOOCs. This study addressed the question whether the factors age, gender, educational level, and online learning experience affect barriers faced while learning in MOOCs. The results show that it is challenging to combine work and family life with lifelong (online) learning activities, especially for learners in their early adulthood and mid-life. However, more experience with online learning positively affects individuals' ability to cope with these challenges. Also, learners with a lower educational level may experience a lack of knowledge or difficulties with the course content. These findings may serve as input to inform potentially vulnerable learners about these issues and support them in successfully achieving their personal learning goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01