Work

Motivation for learning in campus-integrated MOOCs: Self-determined students, grade hunters and teacher trusters

Year: 2023

Type: article

Abstract: Massive Open Online Course (MOOC) integration into campus education is rising, in many different forms. When integrating MOOCs, motivation to learn demands consideration as it is related to academic achievement and well-being. Student motivation in formal integrated MOOC learning is understudied. This study aimed to characterize the shape of motivation to learn in integrated MOOC learning. Motivation profiles of undergraduate students that learn in three different MOOC integration designs were explored, as was the distribution of profiles among integration designs. Finally, factors that underpin motivation were compared between integration designs. Six motivation profiles were recovered through a two-step cluster analysis: Self-determined students, highly self-determined students, grade hunters, and teacher trusters who are moderately, highly, or extremely trusting. Proportions of motivation profiles differed significantly between MOOC integration designs, and psychological needs were satisfied and frustrated significantly different between designs. Implications for future MOOC integration research and practice are discussed.

Source: Computers and Education Open

DOI: 10.1016/j.caeo.2023.100158

Authors: Renée A. Hendriks, Peter G.M. de Jong, Wilfried F. Admiraal, Marlies E.J. Reinders

Institutions: Inholland University of Applied Sciences, Leiden University Medical Center, OsloMet – Oslo Metropolitan University, Erasmus MC, Erasmus MC Transplant Institute

Language: English

Topic: Online Learning and Analytics

Subfield: Computer Science Applications

Field: Computer Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,300