Literaturnachweis - Detailanzeige
Autor/inn/en | Henderikx, Maartje; Kreijns, Karel; Castaño Muñoz, Jonatan; Kalz, Marco |
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Titel | Factors Influencing the Pursuit of Personal Learning Goals in MOOCs |
Quelle | In: Distance Education, 40 (2019) 2, S.187-204 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Kreijns, Karel) ORCID (Castaño Muñoz, Jonatan) ORCID (Kalz, Marco) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0158-7919 |
DOI | 10.1080/01587919.2019.1600364 |
Schlagwörter | Online Courses; Large Group Instruction; Goal Orientation; Lifelong Learning; Barriers; Age Differences; Gender Differences; Educational Attainment; Family Work Relationship; Young Adults; Educational Technology; Technology Uses in Education; Knowledge Level; Foreign Countries; Adult Education; Spain Online course; Online-Kurs; Zielorientierung; Zielvorstellung; Life-long learning; Lebenslanges Lernen; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Young adult; Junger Erwachsener; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Wissensbasis; Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Spanien |
Abstract | MOOCs are promising opportunities for lifelong learning, but as promising as these learning opportunities seem, many learners do not succeed in pursuing their personal learning goals. Barriers to learning are the main reason for not finishing the intended (parts of the) MOOCs. This study addressed the question whether the factors age, gender, educational level, and online learning experience affect barriers faced while learning in MOOCs. The results show that it is challenging to combine work and family life with lifelong (online) learning activities, especially for learners in their early adulthood and mid-life. However, more experience with online learning positively affects individuals' ability to cope with these challenges. Also, learners with a lower educational level may experience a lack of knowledge or difficulties with the course content. These findings may serve as input to inform potentially vulnerable learners about these issues and support them in successfully achieving their personal learning goals. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |