Year: 2015
Type: article
Abstract: There has been a growing interest among educators and researchers in studying Massive Open Online Courses (MOOCs) and their impact on education.Issues and problems have been reported in the research and in practice, including problems related to MOOC learners' motivation and engagement during the course.However, very few studies have adopted a design-based research (DBR) approach based on educational theories or instructional design models to solve these problems.These approaches would provide practical guidance to educators and designers, and would then contribute to refining the theories or models.The present study aimed to contribute to better understanding of MOOC leaners' motivation for the course and their engagement in the course as well as how MOOCs can be better designed to promote learners' motivation.The study implemented motivational strategies from the ARCS (Attention, Relevance, Confidence, and Satisfaction) motivational design model in a MOOC.The study also aimed to explore learners' motivation and their engagement and learners' perceptions of the motivational design strategies in the course.Furthermore, it intended to provide practical implications in increasing learners' motivation in MOOC design and enhancing the understanding of the ARCS model in MOOCs.invaluable to me.I would like to show my deep appreciation for Dr. Teresa Franklin, who is enthusiastic, knowledgeable, considerate, and willing to help each student with things both academically and in life.I'm grateful for Dr. Gordon Brooks' advice, expertise and support on my dissertation especially the method section.Last but not least, I'm grateful for Dr. Eugene Geist for providing guidance and sight during this process.A special thanks to Dr. Dorian Canelas for her encouragement, support, and the generous offer of her courses as the research environments
Author: Kun Li
Institution: Ohio University
Language: English
Subfield: Computer Science Applications
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2549196613