Predicting MOOC Completion Using Learners' Motivational Dispositions

• In Event: Considerations in Distance Learning

Abstract

This study examines the role motivational dispositions have on completing a massive open online course (MOOC) and extends work by other researchers that have examined relationships between performance and student motivation in MOOCs (DeBoer, Stump, Seaton, & Breslow, 2013; Kizilcec & Schneider, 2015; Littlejohn, Hood, Milligan, & Mustain, 2016; Milligan, Littlejohn, & Margaryan, 2013; Xiong et al., 2015). This study uses identifiable data from 81,121 students enrolled in HarvardX’s 2015 Super Earths and Life MOOC. Using pre-course survey responses, we created latent profiles linked to learners’ course performance. Results showed education background, gender, and motivation were all significantly related to students’ performance. Students with intrinsic motivational dispositions performed better than students with extrinsic dispositions, and females performed better than males.

Authors

• Rob Moore, University of Florida

• Chuang Wang, University of Macau