Document Type

Article

Publication Date

2020

DOI

10.1007/s12528-020-09258-8

Publication Title

Journal of Computing in Higher Education

Pages

13 pp.

Abstract

This study examined the role motivational dispositions had on completing a massive open online course (MOOC) using identifiable data from 10,726 students who enrolled in an iteration of the HarvardX MOOC, Super Earths and Life. As part of the course registration process, learners had the option to complete a pre-course survey and self-report information including their level of education, gender and registration motivations. Using these pre-course survey responses, latent profiles linked to learners’ course performance were created. Results showed education background, gender, and motivation were all significantly related to students’ performance. Furthermore, students with intrinsic motivational dispositions performed better than students with extrinsic dispositions, and females performed better than males.

Comments

This is a post-peer-review, pre-copyedit version of an article published in Journal of Computing in Higher Education. The final authenticated version is available online at:

https://doi.org/10.1007/s12528-020-09258-8

Original Publication Citation

Moore, R. L., & Wang, C. (2020). Influence of learner motivational dispositions on MOOC completion. Journal of Computing in Higher Education. doi:10.1007/s12528-020-09258-8

ORCID

0000-0002-5645-9297 (Moore)

Available for download on Saturday, June 12, 2021

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