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Driving student motivation in MOOCs through a conceptual activity-Motivation framework

TitleDriving student motivation in MOOCs through a conceptual activity-Motivation framework
Publication TypeJournal Article
Year of Publication2017
AuthorsKhalil, M., & Ebner M.
PublisherZeitschrift für Hochschulentwicklung (Journal for Higher Education Development)
Volume12
Start Page101
Issue1
Pagination101-122
Date Published03/2017
Place PublishedGraz, Austria
Keywordsactivity, framework, learning analytics, MOOCs, motivation
Abstract

Massive Open Online Courses (MOOCs) require students’ commitment and engagement to earn the completion, certified or passing status. This study presents a conceptual Learning Analytics Activity-Motivation framework that looks into increasing students’ activity in MOOCs. The proposed framework followed an empirical data analysis from MOOC variables using different case studies. The results of this analysis show that students who are more active within the offered environment are more likely to complete MOOCs. The framework strongly relies on a direct gamified feedback that seeks driving students’ inner motivation of competency.

DOI10.3217/zfhe-12-01/06
Rights

Attribution-NonCommercial-NoDerivs 2.0 Generic (CC BY-NC-ND 2.0)

Refereed DesignationRefereed
AttachmentSize
1002-1-4411-1-10-20170325.pdf826.63 KB
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