Understanding MOOC students: motivations and behaviours indicative of MOOC completion

被引：155

作者：

Pursel, B. K. ^{[1
,2
]}

Zhang, L. ^{[3
]}

Jablokow, K. W. ^{[4
]}

Choi, G. W. ^{[5
]}

Velegol, D. ^{[6
]}

机构：

[1] Penn State Univ, Educ Technol Serv, 309 Rider Bldg, University Pk, PA 16802 USA

[2] Penn State Univ, Ctr Online Innovat Learning, 309 Rider Bldg, University Pk, PA 16802 USA

[3] Penn State Univ, Dept Educ Policy Studies, University Pk, PA 16802 USA

[4] Penn State Univ, Penn State Great Valley Sch Grad Profess Studies, University Pk, PA 16802 USA

[5] Penn State Univ, Dept Learning & Performance Syst, University Pk, PA 16802 USA

[6] Penn State Univ, Dept Chem Engn, University Pk, PA 16802 USA

来源：

JOURNAL OF COMPUTER ASSISTED LEARNING | 2016年 / 32卷 / 03期

关键词：

completion; engagement; learning analytics; MOOC; motivation; persistence; ONLINE; ENGAGEMENT;

D O I：

10.1111/jcal.12131

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Massive open online courses (MOOCs) continue to appear across the higher education landscape, originating from many institutions in the USA and around the world. MOOCs typically have low completion rates, at least when compared with traditional courses, as this course delivery model is very different from traditional, fee-based models, such as college courses. This research examined MOOC student demographic data, intended behaviours and course interactions to better understand variables that are indicative of MOOC completion. The results lead to ideas regarding how these variables can be used to support MOOC students through the application of learning analytics tools and systems.

引用

页码：202 / 217

页数：16

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