%0	Journal Article
%A	Xiong, Yao
%A	Li, Hongli
%A	Kornhaber, Mindy L.
%A	Suen, Hoi K.
%A	Pursel, Barton
%A	Goins, Deborah D.
%D	2015
%J	Global Education Review
%K	retention
%K	motivation
%K	MOOC
%K	engagement
%P	23-33
%T	Examining the relations among student motivation, engagement, and retention in a MOOC: A structural equation modeling approach
%U	http://ger.mercy.edu/index.php/ger/article/view/124
%V	2
%X	Students who are enrolled in MOOCs tend to have different motivational patterns than fee-paying college students. A majority of MOOC students demonstrate characteristics akin more to "tourists" than formal learners. As a consequence, MOOC students’ completion rate is usually very low. The current study examines the relations among student motivation, engagement, and retention using structural equation modeling and data from a Penn State University MOOC. Three distinct types of motivation are examined: intrinsic motivation, extrinsic motivation, and social motivation. Two main hypotheses are tested: (a) motivation predicts student course engagement; and (b) student engagement predicts their retention in the course. The results show that motivation is significantly predictive of student course engagement. Furthermore, engagement is a strong predictor of retention. The findings suggest that promoting student motivation and monitoring individual students’ online activities might improve course retention.
%@	2325-663X
%*	yes
%>	https://www.oerknowledgecloud.org/archive/124-884-1-PB.pdf