Motivation to learn in massive open online courses: Examining aspects of language and social engagement
Motivation to learn in massive open online courses: Examining aspects of language and social engagement
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DOI：
10.1016/j.compedu.2015.11.010
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发表时间：
2016-03-01
影响因子：
12
通讯作者：
Haick, Hossam
中科院分区：
文献类型：
--
作者：
Barak, Miri;Watted, Abeer;Haick, Hossam
学习是通过教学语言和社会参与来调节的。这两个因素可能在理解大规模开放在线课程 (MOOC) 的学习动机方面发挥着重要作用。因此，本研究的目标有三个：比较以不同教学语言学习同一课程的 MOOC 参与者的动机模式； b.检查动机增益与不同参与模式之间的关系；和c。根据 MOOC 完成者的学习动机来描述他们的特征。在纳米技术和纳米传感器 MOOC 的背景下进行了一项探索性案例研究，以两种语言授课：英语和阿拉伯语。研究样本包括来自英语（N = 289）和阿拉伯语（N = 36）MOOC 的 325 名参与者。该研究采用了混合方法，通过事前和事后调查问卷、论坛帖子和电子邮件收集数据。研究结果表明，无论教学语言如何，MOOC 参与者都会受到相似目标的驱动而学习，强调内在动机和自我决定。研究结果表明，动机增益、在线论坛上发布的消息数量以及在线学习小组的成员数量之间存在正相关关系。确定了五种类型的 MOOC 完成者：问题解决者、网络者、捐助者、创新寻求者和互补学习者。 (C) 2015 年作者。由爱思唯尔有限公司出版
Learning is mediated by language of instruction and social engagement. Both factors may play a significant role in understanding motivation to learn in massive open online courses (MOOCs). Therefore, the goal of this study was threefold: a. to compare motivation patterns of MOOC participants who study the same course but in a different language of instruction; b. to examine relationships between motivation gain and diverse modes of engagement; and c. to characterize MOOC completers according to their learning motivation. An exploratory case-study was conducted in the settings of a MOOC in Nanotechnology and Nanosensors, delivered in two languages: English and Arabic. The research sample included 325 participants from the English (N = 289) and Arabic (N = 36) MOOCs. The study applied the mixed methods approach, collecting data via pre- and post questionnaires, forum posts, and email messages. Findings indicated that regardless the language of instruction, MOOC participants were driven to learn by similar goals, emphasizing intrinsic motivation and self-determination. Findings indicated a positive relationship between motivation gain, the number of messages posted to the online forums, and the number of members in the online study groups. Five types of MOOC completers were identified: problem-solvers, networkers, benefactors, innovation-seekers, and complementary-learners. (C) 2015 The Authors. Published by Elsevier Ltd.