Exploring Demographics and Students’ Motivation as Predictors of Completion of a Massive Open Online Course

This paper investigates the degree to which different variables affect the completion of a Massive Open Online Course (MOOC). Data on those variables, such as age, gender, English proficiency, education level, and motivation for course enrollment were first collected through a pre-course survey. Nex...

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Autores principales:	Qing Zhang, Fernanda Cesar Bonafini, Barbara B. Lockee, Kathryn W. Jablokow, Xiaoyong Hu
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2019
Materias:	MOOC completion demographics motivation intention of completion groups in MOOCs Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/f367d0f6f85649489b0ce77f9b32b11a
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spelling	oai:doaj.org-article:f367d0f6f85649489b0ce77f9b32b11a2021-12-02T18:02:59ZExploring Demographics and Students’ Motivation as Predictors of Completion of a Massive Open Online Course10.19173/irrodl.v20i2.37301492-3831https://doaj.org/article/f367d0f6f85649489b0ce77f9b32b11a2019-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3730https://doaj.org/toc/1492-3831This paper investigates the degree to which different variables affect the completion of a Massive Open Online Course (MOOC). Data on those variables, such as age, gender, English proficiency, education level, and motivation for course enrollment were first collected through a pre-course survey. Next, course completion records were collected via the Coursera database. Finally, multiple binomial logistic regression models were used to identify factors related to MOOC completion. Although students were grouped according to their preferences, working in groups did not affect students’ likelihood for MOOC completion. Also, other variables such as age, the institution hosting the MOOC, academic program alignment with students’ needs, and students’ intention to complete the course all affected their probability of MOOC completion. This study contributes to the literature by indicating the factors that influence the probability of MOOC completion. Results show that older participants (age > 50 years old) have higher probability of completing the MOOC. Students’ MOOC completion also increases when the MOOC provides experiences that add to students’ current academic backgrounds and when they are hosted by institutions with a strong academic reputation. Based on these factors, this study contributes to research methods in MOOCs by proposing a model that is aligned with the most important factors predicting completion as recommended by the current MOOC literature. For the next phase of assigning learners to work in groups, findings from this study also suggest that MOOC instructors should provide assistance for group work and monitor students’ collaborative processes. Qing ZhangFernanda Cesar BonafiniBarbara B. LockeeKathryn W. JablokowXiaoyong HuAthabasca University PressarticleMOOC completiondemographicsmotivationintention of completiongroups in MOOCsSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 20, Iss 2 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOC completion demographics motivation intention of completion groups in MOOCs Special aspects of education LC8-6691
spellingShingle	MOOC completion demographics motivation intention of completion groups in MOOCs Special aspects of education LC8-6691 Qing Zhang Fernanda Cesar Bonafini Barbara B. Lockee Kathryn W. Jablokow Xiaoyong Hu Exploring Demographics and Students’ Motivation as Predictors of Completion of a Massive Open Online Course
description	This paper investigates the degree to which different variables affect the completion of a Massive Open Online Course (MOOC). Data on those variables, such as age, gender, English proficiency, education level, and motivation for course enrollment were first collected through a pre-course survey. Next, course completion records were collected via the Coursera database. Finally, multiple binomial logistic regression models were used to identify factors related to MOOC completion. Although students were grouped according to their preferences, working in groups did not affect students’ likelihood for MOOC completion. Also, other variables such as age, the institution hosting the MOOC, academic program alignment with students’ needs, and students’ intention to complete the course all affected their probability of MOOC completion. This study contributes to the literature by indicating the factors that influence the probability of MOOC completion. Results show that older participants (age > 50 years old) have higher probability of completing the MOOC. Students’ MOOC completion also increases when the MOOC provides experiences that add to students’ current academic backgrounds and when they are hosted by institutions with a strong academic reputation. Based on these factors, this study contributes to research methods in MOOCs by proposing a model that is aligned with the most important factors predicting completion as recommended by the current MOOC literature. For the next phase of assigning learners to work in groups, findings from this study also suggest that MOOC instructors should provide assistance for group work and monitor students’ collaborative processes.
format	article
author	Qing Zhang Fernanda Cesar Bonafini Barbara B. Lockee Kathryn W. Jablokow Xiaoyong Hu
author_facet	Qing Zhang Fernanda Cesar Bonafini Barbara B. Lockee Kathryn W. Jablokow Xiaoyong Hu
author_sort	Qing Zhang
title	Exploring Demographics and Students’ Motivation as Predictors of Completion of a Massive Open Online Course
title_short	Exploring Demographics and Students’ Motivation as Predictors of Completion of a Massive Open Online Course
title_full	Exploring Demographics and Students’ Motivation as Predictors of Completion of a Massive Open Online Course
title_fullStr	Exploring Demographics and Students’ Motivation as Predictors of Completion of a Massive Open Online Course
title_full_unstemmed	Exploring Demographics and Students’ Motivation as Predictors of Completion of a Massive Open Online Course
title_sort	exploring demographics and students’ motivation as predictors of completion of a massive open online course
publisher	Athabasca University Press
publishDate	2019
url	https://doaj.org/article/f367d0f6f85649489b0ce77f9b32b11a
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Exploring Demographics and Students’ Motivation as Predictors of Completion of a Massive Open Online Course

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