The Impact of MOOC Participation on Motivation to Enroll in Graduate Education

Autor/in	Dysart, Sarah A.
Titel	The Impact of MOOC Participation on Motivation to Enroll in Graduate Education
Quelle	(2023), (116 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Michigan State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-8370-5
Schlagwörter	Hochschulschrift; Dissertation; Students; Masters Programs; Masters Degrees; MOOCs; Student Participation; Motivation; Graduate Study; Enrollment Influences; Decision Making; Academic Achievement; Independent Study; Self Efficacy; Learning Strategies; Nontraditional Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Student; Schüler; Schülerin; Studentin; Magister course; Magisterstudiengang; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; psychologische; Motivation (psychologisch); Aufbaustudium; Graduiertenstudium; Hauptstudium; Decision-making; Entscheidungsfindung; Schulleistung; Selbststudium; Self-efficacy; Selbstwirksamkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Non-traditional education; Alternative Erziehung
Abstract	This study examined ways in which participation in Massive Open Online Courses (MOOCs) influenced aspects of learners' achievement motivation and decisions to enroll in a master's degree program by offering low-cost and low-commitment ways to sample the learning experience. Participants in this study (n = 197) were enrolled in two MOOC courses associated with a data science master's degree program, and were surveyed pre- and post-course to measure motivational and self-regulated learning strategy variables, as well as intentions to enroll in a degree program. Self-efficacy and intrinsic value significantly increased as learners progressed through the course, as predicted. However, attainment value increased and utility value did not change, which were unexpected. Opportunity costs declined unexpectedly, while effort and psychological costs remained stable. Self-efficacy had a negative relationship with intentions to enroll in a degree program, which was unexpected. However, attainment value had a positive relationship with intentions to enroll, as expected. Gender, age, first-generation student status, and underrepresented minority status among learners did not moderate the relationship between motivational variables and intentions to enroll, as predicated. Self-regulated learning strategies such as goal setting, strategic planning, and help seeking did not have a statistically significant relationship with intentions to enroll in a degree program when controlling for motivational variables. This study examines learning in innovative, non-traditional learning environments, with a population of learners that has different characteristics and motivations for pursuit of learning. The difference in contexts between MOOC and formal degree environments, as well as differences in the learners engaging in each of these learning experiences, likely contributed to the many unanticipated findings. Researchers should carefully evaluate assumptions regarding how the new context establishes similar or different affordances and constraints that enable the same relationships between constructs as have been seen in traditional educational environments. Measurement of constructs should also be critically evaluated to ensure established measures are applicable to these new environments and populations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01