33,506 research outputs found

    Motivation in a language MOOC: issues for course designers

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    Whilst several existing studies on foreign language learning have explored motivation in more traditional settings (Dörnyei, 2003), this paper presents one of the first studies on the motivation of participants in a MOOC. The MOOC, Travailler en français (https://sites.google.com/site/mooctravaillerenfrancais/home), was a 5-week open online course for learners of French at level B1 of the CEFR, and aimed to develop language and employability skills for working in a francophone country. It took place in early 2014 and attracted more than 1000 participants. Intrinsic motivation (Wigfield & Eccles, 2000), is directly linked to one’s enjoyment of accomplishing a task. We conducted a study based on the cognitive variables of the Self-Determination Theory (Deci & Ryan, 1985), and adapted the Intrinsic Motivation Inventory to the context of a MOOC in order to understand the expectancy beliefs and task values of participants engaging with the MOOC. Participants answered a 40 Likert-type questions on enjoyment/ interest (i.e. I will enjoy doing this MOOC very much), perceived competence (i.e. I think I will be able to perform successfully in the MOOC), effort (i.e. I will put a lot of effort in this MOOC), value/usefulness (i.e. I think that doing this MOOC will be useful for developing my skills), felt pressure and tension (i.e. I think I might feel pressured while doing the MOOC) and relatedness (i.e. I think I will feel like I can really trust the other participants). Results highlight significant factors that could directly influence intrinsic motivation for learning in a MOOC environment. The chapter makes recommendations for LMOOC designers based on the emerging profile of MOOC participants, on their motivation and self-determination, as well as on the pressures they might feel, including time pressures. Finally, the extent to which participants relate to each other, and are able to engage in social learning and interaction, is a real challenge for LMOOC designers

    Accessibility assessment of MOOC platforms in Spanish: UNED COMA, COLMENIA and Miriada X

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    This article develops a methodology for the assessment of MOOC courses, focusing on the degree of accessibility of three Spanish MOOC platforms: UNED COMA, COLMENIA and Miriada X. Four different criteria have been used in this context: automatic tools, disability simulators, testing tools and educational conten

    Motivation to learn Chemistry in massive open online courses

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    One of the key factors for any educational proposal to achieve success lies in the motivation of students. The disposition that the students have before the learning is fundamental to be able to obtain the objectives. MOOC (Massive Open Online Course) has emerged strongly in the context of university education. The use of MOOC offers time in the classroom that can be used to do active learning activities in which teachers' role is essential, and students can review learning materials at their own pace. The objective of this paper was to evaluate a course about concepts. The use of a MOOC named Introduction to Chemistry: Reactions. It is a course for students with limited background in chemistry; basic concepts involved in chemical reactions, stoichiometry, the periodic table, periodic trends, nomenclature. The evaluation of the proposal was made by students of Electrical Engineers at University of Malaga, with satisfactory results.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

    Your click decides your fate: Inferring Information Processing and Attrition Behavior from MOOC Video Clickstream Interactions

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    In this work, we explore video lecture interaction in Massive Open Online Courses (MOOCs), which is central to student learning experience on these educational platforms. As a research contribution, we operationalize video lecture clickstreams of students into cognitively plausible higher level behaviors, and construct a quantitative information processing index, which can aid instructors to better understand MOOC hurdles and reason about unsatisfactory learning outcomes. Our results illustrate how such a metric inspired by cognitive psychology can help answer critical questions regarding students' engagement, their future click interactions and participation trajectories that lead to in-video & course dropouts. Implications for research and practice are discusse
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