The Relationship Between Learners Motivation Gender And Completion Of Moocs In Saudi Arabia PDF Download
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| Author | : Farraj Ali Alshehri |
| Publisher | : |
| Total Pages | : 116 |
| Release | : 2018 |
| Genre | : Educational technology |
| ISBN | : 9780438032552 |
Download The Relationship Between Learners' Motivation, Gender, and Completion of MOOCs in Saudi Arabia Book in PDF, ePub and Kindle
Massive Open Online Courses (MOOCs) are widespread and still growing due to their modernity and proliferation. However, one of the concerns of MOOCs is the high dropout rate of enrollees. Focusing on this issue, especially in Saudi Arabia where there is a lack of literature and special characteristics such as adopting single-sex education system, was an essential reason for conducting the current study. This study examined the relationship among learners' motivation, gender, and completion of MOOCs in Saudi Arabia. Keller's ARCS motivation model was used as the theoretical framework. In this non-experimental survey study, 238 Saudi learners of MOOCs completed the Instructional Materials Motivation Survey (IMMS). Chi-square tests, independent samples t-tests, multiple regression, and logistic regression were used to analyze the data. The findings showed a low dropout rate and a significant relationship between gender and motivation in MOOCs. Also, females indicated higher motivation levels than males. In addition, there was a positive relationship between learners' motivation and completion of MOOCs. The results can be beneficial for online learning stakeholders as well as MOOCs providers, designers, and researchers in Saudi Arabia.
| Author | : Nadine Aboulmagd |
| Publisher | : |
| Total Pages | : 330 |
| Release | : 2018 |
| Genre | : Adult learning |
| ISBN | : |
Download Learner Engagement in a MOOC in the Arab World Book in PDF, ePub and Kindle
Abstract: Massive Open Online Courses (MOOCs) have been offered by many institutions around the globe for the better part of a decade, and more recently in the Arab World. Learner engagement in MOOCs has also been researched in attempts to explain the varying degrees of engagement in these courses. This research aimed to explore the factors that affect learner engagement using an Arabic MOOC about E-Marketing offered by Edraak, one of the leading MOOC providers in the region, as a case study. This study used a mixed methods approach to explore the significance of the relationship between a) learner engagement and multiple demographic and psychographic variables of learners, and b) learner engagement and the perception of learners about the Community of Inquiry (CoI) presences; teaching presence, social presence and cognitive presence. Additionally, the research included interviews with some of the learners who participated in the MOOC in order to better understand the factors they themselves attribute to their engagement or disengagement; aiming to also explore the relationship between their engagement levels and their motivations, intentions from enrolling in the MOOC and self-regulated learning strategies. This study used a Chi-square test to explore which variables and presences had statistically significant relationships with engagement, which was defined as the level of learner interaction with the course activities, namely watching the weekly videos and attempting to solve the weekly quizzes. The results of the Chi-square test as well as a thematic analysis of the interviews using the CoI model, theories of motivation, self-regulated learning and andragogy are presented. Results of Chi-square test indicated that there is in fact statistical significance between learner engagement and variables such as age group, goal from enrolling in the MOOC, knowledge about the MOOC subject, eligibility for receiving a course completion certificate, previous enrollment in MOOCs and self-motivation. There was no statistical significance observed between the level of learner engagement and their perceptions of the CoI presences. A discussion on the interpretation of this data, the study limitations as well as recommendations for future research is also presented.
| Author | : Sarah A. Dysart |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2023 |
| Genre | : Electronic dissertations |
| ISBN | : |
Download The Impact of Mooc Participation on Motivation to Enroll in Graduate Education Book in PDF, ePub and Kindle
This study examined ways in which participation in Massive Open Online Courses (MOOCs) influenced aspects of learners' achievement motivation and decisions to enroll in a master's degree program by offering low-cost and low-commitment ways to sample the learning experience. Participants in this study (n = 197) were enrolled in two MOOC courses associated with a data science master's degree program, and were surveyed pre- and post-course to measure motivational and self-regulated learning strategy variables, as well as intentions to enroll in a degree program. Self-efficacy and intrinsic value significantly increased as learners progressed through the course, as predicted. However, attainment value increased and utility value did not change, which were unexpected. Opportunity costs declined unexpectedly, while effort and psychological costs remained stable. Self-efficacy had a negative relationship with intentions to enroll in a degree program, which was unexpected. However, attainment value had a positive relationship with intentions to enroll, as expected. Gender, age, first-generation student status, and underrepresented minority status among learners did not moderate the relationship between motivational variables and intentions to enroll, as predicated. Self-regulated learning strategies such as goal setting, strategic planning, and help seeking did not have a statistically significant relationship with intentions to enroll in a degree program when controlling for motivational variables.℗ This study examines learning in innovative, non-traditional learning environments, with a population of learners that has different characteristics and motivations for pursuit of learning. The difference in contexts between MOOC and formal degree environments, as well as differences in the learners engaging in each of these learning experiences, likely contributed to the many unanticipated findings. Researchers should carefully evaluate assumptions regarding how the new context establishes similar or different affordances and constraints that enable the same relationships between constructs as have been seen in traditional educational℗ environments. Measurement of constructs should also be critically evaluated to ensure established measures are applicable to these new environments and populations.
| Author | : Tatiana Semenova |
| Publisher | : |
| Total Pages | : 16 |
| Release | : 2016 |
| Genre | : |
| ISBN | : |
Download Participation in Massive Open Online Courses Book in PDF, ePub and Kindle
Massive open online courses (MOOCs) are a relatively new format of distance education which has become popular among students, faculties, employees and others. Regardless of the fact that MOOCs are a widespread phenomenon, they face some challenges including high dropout rates, low levels of student-teacher interaction, low representation of poor and less educated learners, issues with data processing and data analysis for creating predictive models. In our study, we look more closely at the last issue, while creating a model describing the relationship between the motivation, engagement, and achievement of MOOC participants. We use a database which consists of trace data and survey data from students of 20 online courses launched on the Coursera platform in 2014-2015 at the Higher School of Economics. Our research shows that for modelling the relationship between factors and achievement of MOOC students, it is necessary to transform the interval dependent variable into an ordinal one. To evaluate the relationship between motivation, engagement, and achievement, we used mediation analysis with ordinal logistic regression. The research shows that academic motivation of MOOC learners has an indirect effect on their achievement. The level of engagement acts as a mediator of this relationship. At the same time, intrinsic motivation plays an alternative role in the MOOC format compared to a traditional course format. Intrinsic motivation decreases the likelihood of getting a higher score from the second week of the course.
| Author | : Olaf Zawacki-Richter |
| Publisher | : Athabasca University Press |
| Total Pages | : 520 |
| Release | : 2014-06-01 |
| Genre | : Education |
| ISBN | : 1927356628 |
Download Online Distance Education Book in PDF, ePub and Kindle
Online Distance Education: Towards a Research Agenda offers a systematic overview of the major issues, trends, and areas of priority in online distance education research. In each chapter, an international expert or team of experts provides an overview of one timely issue in online distance education, summarizing major research on the topic, discussing theoretical insights that guide the research, posing questions and directions for future research, and discussing the implications for distance education practice as a whole. Intended as a primary reference and guide for distance educators, researchers, and policymakers, Online Distance Education addresses aspects of distance education practice that have often been marginalized, including issues of cost and economics, concerns surrounding social justice, cultural bias, the need for faculty professional development, and the management and growth of learner communities. At once soundly empirical and thoughtfully reflective, yet also forward-looking and open to new approaches to online and distance teaching, this text is a solid resource for researchers in a rapidly expanding discipline.
| Author | : Curtis J. Bonk |
| Publisher | : Routledge |
| Total Pages | : 398 |
| Release | : 2015-06-12 |
| Genre | : Education |
| ISBN | : 1317614151 |
Download MOOCs and Open Education Around the World Book in PDF, ePub and Kindle
As new digital forms of formal and informal learning proliferate, there is an increasing need to better understand how people in different regions of the world are implementing massive open online courses (MOOCs) and other forms of open educational resources (OERs). Educators, researchers, politicians, and numerous other stakeholders want to grasp what the outcomes of these initiatives are and how they can be improved. Ongoing e-learning developments related to both technology and pedagogy have pushed institutions and organizations to grapple with issues of accreditation, credentialing, quality standards, innovative assessment, and learner motivation and attrition, among other areas of concern. In response, MOOCs and Open Education Around the World explores and illuminates unique implementations of MOOCs and open education across regions and nations. The book also focuses on the various opportunities as well as the dilemmas presented in this rapidly evolving age of technology-enabled learning. What are the different delivery formats, interaction possibilities, assessment schemes, and business models? What are the key controversies or issues that must be discussed and addressed? This edited collection explains MOOCs and open education trends and issues in a variety of contexts, shares key research findings, and provides practical suggestions and recommendations for the near future.
| Author | : Marc Eisenstadt |
| Publisher | : Psychology Press |
| Total Pages | : 332 |
| Release | : 2000 |
| Genre | : Education |
| ISBN | : 9780749431785 |
Download The Knowledge Web Book in PDF, ePub and Kindle
First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.
| Author | : Ke Zhang |
| Publisher | : Routledge |
| Total Pages | : 455 |
| Release | : 2019-11-05 |
| Genre | : Business & Economics |
| ISBN | : 0429677537 |
Download MOOCs and Open Education in the Global South Book in PDF, ePub and Kindle
With e-learning technologies evolving and expanding at high rates, organizations and institutions around the world are integrating massive open online courses (MOOCs) and other open educational resources (OERs). MOOCs and Open Education in the Global South explores the initiatives that are leveraging these flexible systems to educate, train, and empower populations previously denied access to such opportunities. Featuring contributors leading efforts in rapidly changing nations and regions, this wide-ranging collection grapples with accreditation, credentialing, quality standards, innovative assessment, learner motivation and attrition, and numerous other issues. The provocative narratives curated in this volume demonstrate how MOOCs and OER can be effectively designed and implemented in vastly different ways in particular settings, as detailed by experts from Asia, Latin America, the Middle East, Africa, the Pacific/Oceania, and the Caribbean. This comprehensive text is an essential resource for policy makers, instructional designers, practitioners, administrators, and other MOOC and OER community stakeholders.
| Author | : Dettori, Giuliana |
| Publisher | : IGI Global |
| Total Pages | : 498 |
| Release | : 2010-09-30 |
| Genre | : Education |
| ISBN | : 1616929030 |
Download Fostering Self-Regulated Learning through ICT Book in PDF, ePub and Kindle
"This book presents the relationship between SRL and ICTs from several standpoints, addressing both theoretical and applicative issues, providing examples from a range of disciplinary fields and educational settings"--Provided by publisher.
| Author | : Hamish Coates |
| Publisher | : Routledge |
| Total Pages | : 248 |
| Release | : 2006-09-27 |
| Genre | : Education |
| ISBN | : 1134161522 |
Download Student Engagement in Campus-Based and Online Education Book in PDF, ePub and Kindle
Blended learning is firmly established in universities around the world, yet to date little attention has been paid to how students are enaging with this style of learning. Presenting a theoretically-based and empirically-validated model of engagement, this book examines the application of the model to improve the quality and productivity of university education. Covering the key qualities of blended learning, it analyses how online learning influences campus-based education, develops the student perspective of online learning, examines online learning systems as agents of change, provides insights and guidance for educational developers and administrators attempting to improve quality of learning, and considers how institutions can maximise educational returns from large investments in online learning technologies. Illustrated with case studies and developing ideas for practice, this book will be valuable reading for researchers and developers keen to improve their understanding of the emerging dynamics of contemporary student engagement with online learning.
