Learner motivation for MOOC registration and the role of MOOCs as a university ‘taster’

Howarth, Jason; D’Alessandro, Steven; Johnson, Lester W.; White, Lesley

doi:10.1080/02601370.2015.1122667

Cited by 43 publications

(34 citation statements)

References 21 publications

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“…Motivations for employment include gaining better skills for both current and future jobs, whereas motivations for education include preparing for additional education, obtaining professional certification, and learning something related to current studies in school. These extrinsic motivations are possessed by learners when they register for MOOC courses, and some motivations mentioned here can be also found in a study on learner motivation for MOOC registration (Howarth, et al, 2016).…”

Section: Extrinsic Motivationmentioning

confidence: 92%

“…countries was evident when learners tested MOOCs before undertaking formal tertiary education, possessed a sense of self-efficacy, perceived the value of taking MOOCs, satisfied their curiosity, fulfilled educational and professional needs, and MOOC contents matched learner's initial expectation (Howarth, D'Alessandro, Johnson, & White, 2016).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Creating social connections, and preparing for the future are found as the key factors for registering in MOOC courses in previous research investigated by Howarth, et al (2016). Passing the assignments and receiving the certificate of completion are additional factors that motivate MOOC learners to participate and stay engaged with learning activities (Littlejohn, et al, 2016) such as video lectures which can be used as a motivational strategy to keep MOOC learners feel motivated and engaged (Deng, Shao, Tang, & Qin, 2014).…”

Section: Extrinsic Motivationmentioning

confidence: 99%

“…There are three main phases found when taking MOOC courses including registration phase, learning phase, and completion phase (Hew, 2015). With regard to the registration phase, a number of factors leading to MOOC registration include testing a MOOC before undertaking formal tertiary education, possessing a sense of selfefficacy, perceived value of taking MOOCs, satisfying curiosity, fulfilling educational and professional needs, and MOOC contents matching initial expectation (Howarth, et al, 2016;Zhong, et al, 2016). Considering for the future and dealing with people (Zheng, et al, 2015), along with fun and enjoyment are additional factors (Li, 2015).…”

Section: How People Measure Intrinsic Motivation Using Cognitive Evalmentioning

confidence: 99%

“…Examples of self-motivation of learner intrinsic motivation found in previous empirical research included initial expectation (Howarth, et al, 2016), future preparation and dealing with peers (Zheng, et al, 2015), and the need to construct capability (Littlejohn, et al, 2016). However, according to the cognitive evaluation theory, social conditions and environment conditions as the external factors influencing learner intrinsic motivation were investigated in this qualitative case study.…”

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confidence: 99%

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Learner Intrinsic Motivation in Online Social Learning Platforms: A Case Study of Massive Open Online Course (MOOC) in Thailand

Yamo¹

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Learner intrinsic motivation is a critical factor that directly influences meaningful engagement, facilitates academic achievement, promotes individual learning experience, and decreases dropout rates in both online learning contexts and in various higher education settings. Intrinsic motivation is a key psychological aspect that individual learners need to have when participating in online learning activities in order to achieve their learning.Most of the research on massive open online courses (MOOCs) has been largely conducted using developed country MOOCs to examine the experiences of MOOC learners including their motivation to register for MOOCs and to participate in learning activities. However, very little empirical research using developing country MOOCs has been conducted to investigate the same phenomenon. Specifically, qualitative case study research examining learner intrinsic motivation during the MOOC learning activity in the developing country context such as Thailand has been urgently needed.This qualitative case study research is aimed at investigating learner intrinsic motivation in a massive open online course (MOOC) within the context of Thailand as a developing country through the eyes of the learners. Semi-structured interviews were used to collect data and a thematic analysis was used to analyse the data. The findings found that there were three factors of social conditions, environment conditions, and cultural conditions that influenced a perception of competence and autonomy. Social conditions include peers, course facilitators, self-motivation, colleagues, and family members. Environmental conditions include accessibility, learning activities and resources, collaboration tools, learning systems, discussion forum, and feedback. Cultural conditions include Thai learners' traits and seniority.The empirical findings of this research would be of potential contributions to theory and practice by informing MOOC stakeholders in the planning, developing and delivering of high quality of MOOC courses.Cognitive evaluation theory as a sub-theory of self-determination theory was used to examine the social, environmental and cultural conditions. These conditions played a significant role in facilitating or diminishing learner intrinsic motivation in this qualitative case study research.

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Section: Extrinsic Motivationmentioning

confidence: 92%

Section: Statement Of the Problemmentioning

confidence: 99%

Section: Extrinsic Motivationmentioning

confidence: 99%

Section: How People Measure Intrinsic Motivation Using Cognitive Evalmentioning

confidence: 99%

mentioning

confidence: 99%

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Learner Intrinsic Motivation in Online Social Learning Platforms: A Case Study of Massive Open Online Course (MOOC) in Thailand

Yamo¹

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Cultural Heritage Information Practices and iSchools Education for Achieving Sustainable Development

Koya

Chowdhury

2019

Asso for Info Science & Tech

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Since 2015, the United Nations Educational, Scientific and Cultural Organization (UNESCO) began the process of inculcating culture as part of the United Nations' (UN) post-2015 Sustainable (former Millennium) Development Goals, which member countries agreed to achieve by 2030. By conducting a thematic analysis of the 25 UN commissioned reports and policy documents, this research identifies 14 broad cultural heritage information themes that need to be practiced in order to achieve cultural sustainability, of which information platforms, information sharing, information broadcast, information quality, information usage training, information access, information collection, and contribution appear to be the significant themes. An investigation of education on cultural heritage informatics and digital humanities at iSchools (www.ischools.org) using a gap analysis framework demonstrates the core information science skills required for cultural heritage education. The research demonstrates that: (i) a thematic analysis of cultural heritage policy documents can be used to explore the key themes for cultural informatics education and research that can lead to sustainable development; and (ii) cultural heritage information education should cover a series of skills that can be categorized in five key areas, viz., information, technology, leadership, application, and people and user skills. Role of Culture and Cultural Heritage Information in Sustainable DevelopmentThe role of culture in sustainable development has been recognized by academics in different areas including local government's planning strategies

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Online Science Education at Scale: Open and Distance Learning, MOOCS, and Other Learning Assets for Theory and Practice

Alston,

Gleave,

Hirst

et al. 2022

Methods in Physiology

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Learner motivation for MOOC registration and the role of MOOCs as a university ‘taster’

Cited by 43 publications

References 21 publications

Learner Intrinsic Motivation in Online Social Learning Platforms: A Case Study of Massive Open Online Course (MOOC) in Thailand

Learner Intrinsic Motivation in Online Social Learning Platforms: A Case Study of Massive Open Online Course (MOOC) in Thailand

Cultural Heritage Information Practices and iSchools Education for Achieving Sustainable Development

Online Science Education at Scale: Open and Distance Learning, MOOCS, and Other Learning Assets for Theory and Practice

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