Factors influencing the pursuit of personal learning goals in MOOCs
Factors influencing the pursuit of personal learning goals in MOOCs
复制标题
DOI：
10.1080/01587919.2019.1600364
复制
发表时间：
2019-04-03
影响因子：
7.3
通讯作者：
Kalz, Marco
中科院分区：
文献类型：
--
作者：
Henderikx, Maartje;Kreijns, Karel;Kalz, Marco
MOOC 是终身学习的有希望的机会，但尽管这些学习机会看起来很有希望，但许多学习者并没有成功地实现他们的个人学习目标。学习障碍是未能完成预期（部分）慕课的主要原因。本研究解决了年龄、性别、教育水平和在线学习经历等因素是否会影响 MOOC 学习时面临的障碍的问题。结果表明，将工作和家庭生活与终身（在线）学习活动结合起来具有挑战性，特别是对于成年早期和中年的学习者而言。然而，更多的在线学习经验会对个人应对这些挑战的能力产生积极影响。此外，教育水平较低的学习者可能会缺乏知识或对课程内容感到困难。这些发现可以作为信息，让潜在的弱势学习者了解这些问题，并支持他们成功实现个人学习目标。
MOOCs are promising opportunities for lifelong learning, but as promising as these learning opportunities seem, many learners do not succeed in pursuing their personal learning goals. Barriers to learning are the main reason for not finishing the intended (parts of the) MOOCs. This study addressed the question whether the factors age, gender, educational level, and online learning experience affect barriers faced while learning in MOOCs. The results show that it is challenging to combine work and family life with lifelong (online) learning activities, especially for learners in their early adulthood and mid-life. However, more experience with online learning positively affects individuals' ability to cope with these challenges. Also, learners with a lower educational level may experience a lack of knowledge or difficulties with the course content. These findings may serve as input to inform potentially vulnerable learners about these issues and support them in successfully achieving their personal learning goals.