The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Measuring learners’ motivation level in Massive Open Online Courses
Huang, Biyun · Hew, Khe Foon · Division of Information and Technology Studies, Faculty of Education at the University of Hong Kong [corporate]

PublishedOctober 2016
JournalInternational Journal of Information and Education Technology
Volume 6, Issue 10, Pages 759 - 764

ABSTRACT
Motivation stimulates and sustains learning behavior. It is important to understand learners’ motivation, and identify whether the instructional materials can motivate or demotivate students. However, there are relatively few studies that address learners’ motivation level in the newly emerged massive open online courses (MOOCs) setting. To shed light in this area, a case study on 27 MOOCs learners’ motivation level was conducted. The instructional materials motivation survey (IMMS) instrument has been used to measure learners’ motivation. It measures motivation from four dimensions: attention, relevance, confidence, and satisfaction (ARCS). The result showed that most participants’ motivation levels were positive, and the participants were satisfied with the instructional materials provided in MOOCs. However, learners also expected improvements in some aspects.

Keywords ARCS model · IMMS · MOOCs · motivation level

ISSN20103689
RefereedYes
RightsCopyright © 2008-2016. International Journal of Information and Education Technology. All rights reserved.
DOI10.7763/IJIET.2016.V6.788
URLhttp://www.ijiet.org/show-78-893-1.html
Other informationIJIET
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


Viewed by 1 distinct reader




CLOUD COMMUNITY REVIEWS

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

Towards a model of engaging online students: Lessons from MOOCs and four policy documents
Hew, Khe Foon
The paper describes a model of engaging students in fully online or blended learning environments. To do this, I first discuss the notion of student engagement and how it relates to the Self-Determination Theory of ...
Match: Hew, Khe Foon; motivation; MOOCs

Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges
Hew, Khe Foon; Cheung, Wing Sum
Massive open online courses (MOOCs) are among the latest e-learning initiative to attain widespread popularity among many universities. In this paper, a review of the current published literature focusing on the use of ...
Match: Hew, Khe Foon; motivation

Understanding student engagement in large-scale open online courses: A machine learning facilitated analysis of student’s reflections in 18 highly rated MOOCs
Hew, Khe Foon; Qiao, Chen; Tang, Ying
Although massive open online courses (MOOCs) have attracted much worldwide attention, scholars still understand little about the specific elements that students find engaging in these large open courses. This study ...
Match: Hew, Khe Foon; MOOCs

Adult MOOC learners as self-directed: Perceptions of motivation, success, and completion
Loizzo, Jamie; Ertmer, Peggy; Watson, William; Watson, Sunnie
Despite the increased attention given to MOOCs over the last four years, learners’ voices have been noticeably absent. This virtual ethnographic study was designed to examine the experiences of 12 adult learners with ...
Match: motivation; MOOCs

A practical experience on the use of gamification in MOOC courses as a strategy to increase motivation
Hernández, Rocael; Pirker, Johanna; Gütl, Christian; Morales, Miguel; et al.
The rapid and constant pace of change in technology and the increasing involvement of educational institutions in the massive online open courses (MOOC) movement elicit a large myriad of opportunities and challenges. ...
Match: motivation; MOOCs

The motivation impact of open educational resources utilization on physics learning using Quipper school app
SULISWORO, Dwi; Sulistyo, Eko Nur; Akhsa, Rifai Nur
The distribution of the education quality in Indonesia is relatively uneven. This affects the quality of secondary school graduates. On the other hand, the national growth of Information Communication Technology usage ...
Match: motivation; ARCS model

Understanding learners’ motivation and learning strategies in MOOCs
Alario-Hoyos, Carlos; Estévez-Ayres, Iria; Pérez-Sanagustín, Mar; Kloos, Carlos Delgado; Fernández-Panadero, Carmen
MOOCs (Massive Open Online Courses) have changed the way in which OER (Open Educational Resources) are bundled by teachers and consumed by learners. MOOCs represent an evolution towards the production and offering of ...
Match: motivation; MOOCs

Driving student motivation in MOOCs through a conceptual activity-motivation framework
Khalil, Mohammad; Ebner, Martin
Massive Open Online Courses (MOOCs) require students’ commitment and engagement to earn the completion, certified or passing status. This study presents a conceptual Learning Analytics Activity-Motivation framework ...
Match: motivation; MOOCs

Motivating students in massive open online courses (MOOCs) using the attention, relevance, confidence, satisfaction (ARCS) model
Li, Kun; Moore, David Richard
Massive Open Online Courses (MOOCs) often have low persistence rates, which may be attributed to a learners' lack of motivation. In this design-based research study, Keller's Attention, Relevance, Confidence, ...
Match: motivation; ARCS model; MOOCs

Exploring demographics and students’ motivation as predictors of completion of a Massive Open Online Course
Zhang, Qing; Bonafini, Fernanda Cesar; Lockee, Barbara B.; Jablokow, Kathryn W.; Hu, Xiaoyong
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 ...
Match: motivation