A Classification of Barriers that Influence Intention Achievement in MOOCs
| Autor: | Henderikx, M.A., Kreijns, C., Kalz, M., Pammer-Schindler, V., Pérez-Sanagustín, M., Drachsler, H., Elferink, R., Scheffel, M. |
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| Přispěvatelé: | Pammer-Schindler, V., Pérez-Sanagustín, M., Drachsler, H., Elferink, R., Scheffel, M., Department TELI, RS-Theme Open Education, RS-Theme Computer-Supported Collaborative Learning, Department T2 |
| Rok vydání: | 2018 |
| Předmět: |
MOOCs
Acting out barriers Online learning 05 social sciences Applied psychology Psychological intervention 050401 social sciences methods 050301 education Social environment drop-out Empirical research 0504 sociology Drop out Individual learning intentions Psychology 0503 education Value (mathematics) |
| Zdroj: | Lifelong Technology-Enhanced Learning ISBN: 9783319985718 EC-TEL Henderikx, M A, Kreijns, C & Kalz, M 2018, A Classification of Barriers that Influence Intention Achievement in MOOCs . in V Pammer-Schindler, M Pérez-Sanagustín, H Drachsler, R Elferink & M Scheffel (eds), Lifelong Technology-Enhanced Learning. EC-TEL 2018. : Lecture Notes in Computer Science . vol. 11082, Springer, pp. 3-15, 13th European Conference on Technology Enhanced Learning, Leeds, United Kingdom, 3/09/18 . https://doi.org/10.1007/978-3-319-98572-5_1 Lifelong Technology-Enhanced Learning. EC-TEL 2018.: Lecture Notes in Computer Science, 11082, 3-15 |
| Popis: | MOOC-learning can be challenging as barriers which prevent or hinder acting out MOOC-takers’ individual learning intentions may be encountered. The aim of this research was to elicit and to empirically classify barriers that influence this intention achievement in MOOCs. The best fit model of our factor-analytical approach resulted in 4 distinctive components; 1. Tech- nical and online-learning related skills, 2. Social context, 3. Course design/ expectations management, 4. Time, support and motivation. The main finding of our study is that the experienced barriers by MOOC-takers are predominantly non-MOOC related. This knowledge can be of value for MOOC-designers and providers. It may guide them in finding suitable re-design solutions or inter- ventions to support MOOC-takers in their learning, even if it concerns non- MOOC related issues. Furthermore, it makes a valuable contribution to the expanding empirical research on MOOCs. |
| Databáze: | OpenAIRE |
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