Motivation and Knowledge: Pre-Assessment and Post-Assessment of MOOC Participants From an Energy and Sustainability Project

Understanding factors promoting or preventing participants’ completion of a massive open online course (MOOC) is an important research topic, as attrition rates remain high for this environment. Motivation and digital skills have been identified as aspects promoting student engagement in a MOOC, an...

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Autores principales:	Juan Antonio Valdivia Vázquez, María Soledad Ramírez-Montoya, Jaime Ricardo Valenzuela González
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2018
Materias:	MOOC assessment exploratory factor analysis assessment validity Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/026074cc55ab469e9e0e6745c1a520e8
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spelling	oai:doaj.org-article:026074cc55ab469e9e0e6745c1a520e82021-12-02T18:02:59ZMotivation and Knowledge: Pre-Assessment and Post-Assessment of MOOC Participants From an Energy and Sustainability Project10.19173/irrodl.v19i4.34891492-3831https://doaj.org/article/026074cc55ab469e9e0e6745c1a520e82018-09-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3489https://doaj.org/toc/1492-3831Understanding factors promoting or preventing participants’ completion of a massive open online course (MOOC) is an important research topic, as attrition rates remain high for this environment. Motivation and digital skills have been identified as aspects promoting student engagement in a MOOC, and they are considered necessary for success. However, evaluation of these factors has often relied on tools for which the psychometric properties have not been explored; this suggests that researchers may be working with potentially inaccurate information for judging participants’ profiles. Through a set of analyses (t-test, exploratory factor analysis, correlation), this study explores the relationship between information collected by administering valid and reliable pre and post instruments to measure traits of MOOC attendees. The findings from this study support previously reported outcomes concerning the strong relationships among motivation, previous knowledge, and perceived satisfaction factors for MOOC completers. Moreover, this study provides evidence of the feasibility of developing valid assessments for evaluation purposes. Juan Antonio Valdivia VázquezMaría Soledad Ramírez-MontoyaJaime Ricardo Valenzuela GonzálezAthabasca University PressarticleMOOC assessmentexploratory factor analysisassessment validitySpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 19, Iss 4 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOC assessment exploratory factor analysis assessment validity Special aspects of education LC8-6691
spellingShingle	MOOC assessment exploratory factor analysis assessment validity Special aspects of education LC8-6691 Juan Antonio Valdivia Vázquez María Soledad Ramírez-Montoya Jaime Ricardo Valenzuela González Motivation and Knowledge: Pre-Assessment and Post-Assessment of MOOC Participants From an Energy and Sustainability Project
description	Understanding factors promoting or preventing participants’ completion of a massive open online course (MOOC) is an important research topic, as attrition rates remain high for this environment. Motivation and digital skills have been identified as aspects promoting student engagement in a MOOC, and they are considered necessary for success. However, evaluation of these factors has often relied on tools for which the psychometric properties have not been explored; this suggests that researchers may be working with potentially inaccurate information for judging participants’ profiles. Through a set of analyses (t-test, exploratory factor analysis, correlation), this study explores the relationship between information collected by administering valid and reliable pre and post instruments to measure traits of MOOC attendees. The findings from this study support previously reported outcomes concerning the strong relationships among motivation, previous knowledge, and perceived satisfaction factors for MOOC completers. Moreover, this study provides evidence of the feasibility of developing valid assessments for evaluation purposes.
format	article
author	Juan Antonio Valdivia Vázquez María Soledad Ramírez-Montoya Jaime Ricardo Valenzuela González
author_facet	Juan Antonio Valdivia Vázquez María Soledad Ramírez-Montoya Jaime Ricardo Valenzuela González
author_sort	Juan Antonio Valdivia Vázquez
title	Motivation and Knowledge: Pre-Assessment and Post-Assessment of MOOC Participants From an Energy and Sustainability Project
title_short	Motivation and Knowledge: Pre-Assessment and Post-Assessment of MOOC Participants From an Energy and Sustainability Project
title_full	Motivation and Knowledge: Pre-Assessment and Post-Assessment of MOOC Participants From an Energy and Sustainability Project
title_fullStr	Motivation and Knowledge: Pre-Assessment and Post-Assessment of MOOC Participants From an Energy and Sustainability Project
title_full_unstemmed	Motivation and Knowledge: Pre-Assessment and Post-Assessment of MOOC Participants From an Energy and Sustainability Project
title_sort	motivation and knowledge: pre-assessment and post-assessment of mooc participants from an energy and sustainability project
publisher	Athabasca University Press
publishDate	2018
url	https://doaj.org/article/026074cc55ab469e9e0e6745c1a520e8
work_keys_str_mv	AT juanantoniovaldiviavazquez motivationandknowledgepreassessmentandpostassessmentofmoocparticipantsfromanenergyandsustainabilityproject AT mariasoledadramirezmontoya motivationandknowledgepreassessmentandpostassessmentofmoocparticipantsfromanenergyandsustainabilityproject AT jaimericardovalenzuelagonzalez motivationandknowledgepreassessmentandpostassessmentofmoocparticipantsfromanenergyandsustainabilityproject
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Motivation and Knowledge: Pre-Assessment and Post-Assessment of MOOC Participants From an Energy and Sustainability Project

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