Authors:
Nada Hakami
;
Su White
and
Sepi Chakaveh
Affiliation:
University of Southampton, United Kingdom
Keyword(s):
Learner’s Motivations, MOOC Acceptance, MOOC Adoption, MOOC Retention, MOOC Completion, Learner’s Engagement, Literature Synthesis, MOOCs.
Related
Ontology
Subjects/Areas/Topics:
Computer-Supported Education
;
Distance Education
;
Ubiquitous Learning
Abstract:
Massive Open Online Courses (MOOCs) have become an important environment for technology-enhanced
learning (TEL) where massive numbers of users from around the world access free, online-based, open
content generated by the world-class institutions. Understanding learner’s motivations for using MOOCs is
essential for providing successful MOOC environments. This paper presents a comprehensive picture of the
literature published between 2011-2016 and pertaining to the motivations that drive individuals to use
MOOCs as learners. We examined the classifications of papers, theories used, data collection methods,
motivational factors proposed and geographic distribution of participants. Findings demonstrate that the
related literature is limited. Several papers adopted technology acceptance theories. Quantitative survey was
the favoured method for researchers. Key motivational factors were learner-related (which are divided into
personal, social and educational / professional develo
pment), institution and instructor-related, platform and
course-related and perception of external control/facilitating conditions-related. The identified studies
focused only on few geographic regions. Such findings are important for uncovering the directions in the
literature and determining the current gaps that can be addressed in the future.
(More)