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Examining the relations among student motivation, engagement, and retention in a MOOC: A structural equation modeling approach

TitleExamining the relations among student motivation, engagement, and retention in a MOOC: A structural equation modeling approach
Publication TypeJournal Article
Year of Publication2015
AuthorsXiong, Y., Li H., Kornhaber M. L., Suen H. K., Pursel B., & Goins D. D.
PublisherGlobal Education Review
Volume2
Start Page23
Issue3
Pagination23-33
ISSN2325-663X
Keywordsengagement, MOOC, motivation, retention
Abstract

Students who are enrolled in MOOCs tend to have different motivational patterns than fee-paying college students. A majority of MOOC students demonstrate characteristics akin more to "tourists" than formal learners. As a consequence, MOOC students’ completion rate is usually very low. The current study examines the relations among student motivation, engagement, and retention using structural equation modeling and data from a Penn State University MOOC. Three distinct types of motivation are examined: intrinsic motivation, extrinsic motivation, and social motivation. Two main hypotheses are tested: (a) motivation predicts student course engagement; and (b) student engagement predicts their retention in the course. The results show that motivation is significantly predictive of student course engagement. Furthermore, engagement is a strong predictor of retention. The findings suggest that promoting student motivation and monitoring individual students’ online activities might improve course retention.

URLhttp://ger.mercy.edu/index.php/ger/article/view/124
Rights

Attribution 3.0 Unported (CC BY 3.0))

Refereed DesignationRefereed
AttachmentSize
124-884-1-PB.pdf738.51 KB
Total votes: 286