Understanding Learners’ Motivation and Learning Strategies in MOOCs

MOOCs (Massive Open Online Courses) have changed the way in which OER (Open Educational Resources) are bundled by teachers and consumed by learners. MOOCs represent an evolution towards the production and offering of structured quality OER. Many institutions that were initially reluctant to providin...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Carlos Alario-Hoyos, Iria Estévez-Ayres, Mar Pérez-Sanagustín, Carlos Delgado Kloos, Carmen Fernández-Panadero
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	MOOCs OER motivation learning strategies MSLQ Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/084617642fa6484faea0ed723acc6b52
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:084617642fa6484faea0ed723acc6b52
record_format	dspace
spelling	oai:doaj.org-article:084617642fa6484faea0ed723acc6b522021-12-02T19:20:54ZUnderstanding Learners’ Motivation and Learning Strategies in MOOCs10.19173/irrodl.v18i3.29961492-3831https://doaj.org/article/084617642fa6484faea0ed723acc6b522017-05-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2996https://doaj.org/toc/1492-3831MOOCs (Massive Open Online Courses) have changed the way in which OER (Open Educational Resources) are bundled by teachers and consumed by learners. MOOCs represent an evolution towards the production and offering of structured quality OER. Many institutions that were initially reluctant to providing OER have, however, joined the MOOC wave. Nevertheless, MOOCs detractors strongly criticize their high dropout rates. The dropout rate is a commonly accepted metric of success for traditional education, but it may not be as suitable when dealing with OER, in general, and with MOOCs, in particular, since learners’ motivations to take a course are very diverse, and certain self-regulated learning strategies are required to tackle the lack of personalized tutoring and keep pace in the course. This paper presents an empirical study on the motivation and learning strategies of MOOC learners. Six thousand three hundred and thirty-five learners from 160 countries answered a self-report 7-point Likert-type questionnaire based on the Motivated Strategies for Learning Questionnaire (MSLQ) as part of a MOOC titled Introduction to Programming with Java. Results indicate that learners were highly motivated and confident to do well in the course. Learning strategies, however, can be improved, especially regarding time management. Carlos Alario-HoyosIria Estévez-AyresMar Pérez-SanagustínCarlos Delgado KloosCarmen Fernández-PanaderoAthabasca University PressarticleMOOCsOERmotivationlearning strategiesMSLQSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 3 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOCs OER motivation learning strategies MSLQ Special aspects of education LC8-6691
spellingShingle	MOOCs OER motivation learning strategies MSLQ Special aspects of education LC8-6691 Carlos Alario-Hoyos Iria Estévez-Ayres Mar Pérez-Sanagustín Carlos Delgado Kloos Carmen Fernández-Panadero Understanding Learners’ Motivation and Learning Strategies in MOOCs
description	MOOCs (Massive Open Online Courses) have changed the way in which OER (Open Educational Resources) are bundled by teachers and consumed by learners. MOOCs represent an evolution towards the production and offering of structured quality OER. Many institutions that were initially reluctant to providing OER have, however, joined the MOOC wave. Nevertheless, MOOCs detractors strongly criticize their high dropout rates. The dropout rate is a commonly accepted metric of success for traditional education, but it may not be as suitable when dealing with OER, in general, and with MOOCs, in particular, since learners’ motivations to take a course are very diverse, and certain self-regulated learning strategies are required to tackle the lack of personalized tutoring and keep pace in the course. This paper presents an empirical study on the motivation and learning strategies of MOOC learners. Six thousand three hundred and thirty-five learners from 160 countries answered a self-report 7-point Likert-type questionnaire based on the Motivated Strategies for Learning Questionnaire (MSLQ) as part of a MOOC titled Introduction to Programming with Java. Results indicate that learners were highly motivated and confident to do well in the course. Learning strategies, however, can be improved, especially regarding time management.
format	article
author	Carlos Alario-Hoyos Iria Estévez-Ayres Mar Pérez-Sanagustín Carlos Delgado Kloos Carmen Fernández-Panadero
author_facet	Carlos Alario-Hoyos Iria Estévez-Ayres Mar Pérez-Sanagustín Carlos Delgado Kloos Carmen Fernández-Panadero
author_sort	Carlos Alario-Hoyos
title	Understanding Learners’ Motivation and Learning Strategies in MOOCs
title_short	Understanding Learners’ Motivation and Learning Strategies in MOOCs
title_full	Understanding Learners’ Motivation and Learning Strategies in MOOCs
title_fullStr	Understanding Learners’ Motivation and Learning Strategies in MOOCs
title_full_unstemmed	Understanding Learners’ Motivation and Learning Strategies in MOOCs
title_sort	understanding learners’ motivation and learning strategies in moocs
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/084617642fa6484faea0ed723acc6b52
work_keys_str_mv	AT carlosalariohoyos understandinglearnersmotivationandlearningstrategiesinmoocs AT iriaestevezayres understandinglearnersmotivationandlearningstrategiesinmoocs AT marperezsanagustin understandinglearnersmotivationandlearningstrategiesinmoocs AT carlosdelgadokloos understandinglearnersmotivationandlearningstrategiesinmoocs AT carmenfernandezpanadero understandinglearnersmotivationandlearningstrategiesinmoocs
_version_	1718376717238665216

Understanding Learners’ Motivation and Learning Strategies in MOOCs

Ejemplares similares