Antecedents of Achievement Emotions in a Massive Open Online Course on Dinosaur Paleobiology

• In Event: 66.023 - "What Is This Feeling?" The Wickedly Complex Workings of Achievement Emotions in Diverse Learning Situations

Abstract

Studies have increasingly examined students’ achievement emotions in different subjects, as well as in both K-12 and postsecondary settings (Pekrun, Goetz, Daniels, Stupnisky, & Perry, 2010; Tze, Klassen, & Daniels, 2014). Findings consistently illustrate that achievement emotions, such as boredom and enjoyment, influence learning (e.g., Daniels et al., 2009), and that cognitive appraisals of control and value directly predict emotions (Pekrun, 2006). In university settings, boredom typically arises when control is low, whereas enjoyment arises when value is high (Pekrun et al., 2010). To date, most studies have focused on learning in face-to-face classrooms (Marchand & Gutierrez, 2012); however, online courses have grown in popularity since 2000 (Bell & Federman, 2013). A new phenomenon in online learning is massive open online courses (MOOCs). Within the past five years, MOOCs have been integrated into some of the top world-class universities, with enrollment accelerating (Clarke, 2013). Although emerging research suggests similarities in emotions and learning between face-to-face classrooms and online platforms (Daniels & Stupnisky, 2012), MOOCs may be different because their sheer size may influence participants’ perceptions of control and value. This study’s purpose was to examine whether control and value were antecedents to enjoyment and boredom within a MOOC.

Participants were recruited from a MOOC on Dinosaur Paleobiology (Dino101). At the end of the course, 1005 participants (50% female, with a modal age range of 25-34) completed a survey. A majority (57%) of the participants had previous experience with a MOOC, and their level of education varied from high school completion to higher degrees. The sample was representative in their demographics of the larger group of 20,000 students who initially enrolled (Chesney, 2013). We measured control, value, enjoyment, and boredom according to Pekrun (2006). We used structural equation modeling (SEM) to test our model, which demonstrated good fit, X2(154)=574.354, p=.000, CFI=.953, RMSEA=.054. Despite the acceptable model fit, it yielded two findings that were theoretically unexpected. First, control and value were highly positively correlated (r=.908, p<.001). Second, boredom was not predicted by control or value. Because SEM should be driven by theory (Davcik, 2014), we decided to combine control and value into one appraisal construct with the intent of resolving failure to predict boredom. Although model fit remained good, X2(157)=604.507, p=.000, CFI=.950, RMSEA=.055, all predictive relationships were now in agreement with the control-value theory of emotions. Specifically, control/value appraisals positively predicted enjoyment (ß=.958, p<.001) and negatively predicted boredom (ß=-.809, p<.001).

Two findings are particularly important to discuss. First, the correlation between control and value was surprisingly high – much higher than in traditional classroom studies. This may suggest students in MOOCs are more inclined to value what they control and vice-versa. Second, after accounting for this strong relationship, control/value appraisals were significant antecedents to enjoyment and boredom as predicted by Pekrun’s (2006) theory and findings from traditional classrooms. These results point to the importance of considering control-value theory of emotions in non-traditional learning environments.

Authors

• Erin Buhr, University of Alberta

• Virginia Man Chung Tze, University of Alberta

• Adam James McCaffrey, University of Alberta

• Lia Marie Daniels, University of Alberta