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Driving student motivation in MOOCs through a conceptual activity-motivation framework
Khalil, Mohammad and Ebner, Martin

PublishedMarch 2017
JournalZeitschrift für Hochschulentwicklung (Journal for Higher Education Development)
Volume 12, Issue 1, Pages 101-122
CountryAustria, Europe

ABSTRACT
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 that looks into increasing students’ activity in MOOCs. The proposed framework followed an empirical data analysis from MOOC variables using different case studies. The results of this analysis show that students who are more active within the offered environment are more likely to complete MOOCs. The framework strongly relies on a direct gamified feedback that seeks driving students’ inner motivation of competency.

Keywords activity · framework · learning analytics · MOOCs · motivation

Published atGraz
RefereedYes
RightsAttribution-NonCommercial-NoDerivs 2.0 Generic (CC BY-NC-ND 2.0)
DOI10.3217/zfhe-12-01/06
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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