期刊
JOURNAL OF COMPUTING IN HIGHER EDUCATION
卷 33, 期 1, 页码 121-134出版社
SPRINGER
DOI: 10.1007/s12528-020-09258-8
关键词
MOOC; Learner dispositions; Motivation; MOOC completion
This study analyzed the impact of motivational dispositions on completing a MOOC, using data from 10,726 students. Results showed education background, gender, and motivation were significantly related to students' performance. Students with intrinsic motivation performed better, and females outperformed males.
This study examined the role motivational dispositions had on completing a massive open online course (MOOC) using identifiable data from 10,726 students who enrolled in an iteration of the HarvardX MOOC,Super Earths and Life. As part of the course registration process, learners had the option to complete a pre-course survey and self-report information including their level of education, gender and registration motivations. Using these pre-course survey responses, latent profiles linked to learners' course performance were created. Results showed education background, gender, and motivation were all significantly related to students' performance. Furthermore, students with intrinsic motivational dispositions performed better than students with extrinsic dispositions, and females performed better than males.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据