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Influence of learner motivational dispositions on MOOC completion
Moore,Robert L.1; Wang,Chuang2
Source PublicationJournal of Computing in Higher Education
AbstractThis study examined the role motivational dispositions had on completing a massive open online course (MOOC) using identifiable data from 10,726 students who enrolled in an iteration of the HarvardX MOOC, Super Earths and Life. As part of the course registration process, learners had the option to complete a pre-course survey and self-report information including their level of education, gender and registration motivations. Using these pre-course survey responses, latent profiles linked to learners’ course performance were created. Results showed education background, gender, and motivation were all significantly related to students’ performance. Furthermore, students with intrinsic motivational dispositions performed better than students with extrinsic dispositions, and females performed better than males.
KeywordLearner dispositions MOOC MOOC completion Motivation
URLView the original
Scopus ID2-s2.0-85086371812
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Cited Times [WOS]:2   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorMoore,Robert L.
Affiliation1.Department of STEM Education and Professional Studies,Darden College of Education and Professional Studies,Old Dominion University,Norfolk,4301 Hampton Blvd, Suite 4128,23529,United States
2.Faculty of Education,University of Macau,Taipa,Macao
Recommended Citation
GB/T 7714
Moore,Robert L.,Wang,Chuang. Influence of learner motivational dispositions on MOOC completion[J]. Journal of Computing in Higher Education,2020.
APA Moore,Robert L.,&Wang,Chuang.(2020).Influence of learner motivational dispositions on MOOC completion.Journal of Computing in Higher Education.
MLA Moore,Robert L.,et al."Influence of learner motivational dispositions on MOOC completion".Journal of Computing in Higher Education (2020).
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