دانلود رایگان مقاله انگیزه برای یادگیری در دوره آزاد انبوه آنلاین

Abstract

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.

Conclusions

This study adds another layer to the growing body of knowledge on MOOC participants' motivation to learn (Kizilcec & Schneider, 2015) and effective methods for social engagement (Alario-Hoyos et al., 2013; Ferguson & Clow, 2015). Following the results presented above, this study suggests three main conclusions. First, similar motivation patterns were found in both English and Arabic participants, indicating a broad cross-cultural trend. Though the participants came from different countries and ethnicities, they were driven to learn by similar goals and incentives. Second, social interactions, in the form of large and small online groups, are important for successful learning. Participants, who were highly involved in both social arenas indicated high motivation gains. Third, MOOC completers can be characterized according to their motivation to learn. In this study, we identified five types of MOOC completers. Understanding the types of MOOC completers according to their motivation is important for both learners and developers. MOOC learners can better understand what motivates them to learn, and thus, take effective actions to pursue their goals. Whilst MOOC developers can design unique learning environments and assignments that help the learners accomplish their goals. For example, MOOC developers can provide diverse communication platforms for the ‘networkers’ who desire to be part of a community of people with similar interest. For the ‘problem-solvers’, who seek to find a solution to a specific science or engineering problem, MOOC developers can design open assignments that present real-word problems. For the ‘benefactors’, the developers can design performance tasks that encourage the application of knowledge for the benefit of others. For the innovation-seekers and the complementary-learners the developers should present the most up-to-date information.