The Interplay Between Social Contexts and Extrinsic Motivation in Students' Writing Performance in Massive Open Online Courses

• In Event: 60.085 - Poster Session 11
  In Poster Session: 60.085-6 - Online Teaching and Learning SIG Poster Session 1

Abstract

Massive Open Online Courses (MOOCs) have increased their popularity in the current digital age. This study primarily examined whether social contexts interplayed with extrinsic motivation affect students’ writing performance in MOOCs learning environment based on both self-determination and constructive theories. Participants included 415 students enrolled in a Coursera course who completed a survey instrument that measured social contexts and extrinsic motivation, as well as basic demographic information. A k-means clustering analysis was used to create distinct motivation profiles in terms of quantity of social contexts and extrinsic motivation. The results indicated a significant interaction effect of both factors. Other statistically significant findings were also reported to address gender and language hypotheses.

Author

• Xiaojiao Zang, The Pennsylvania State University