Motivation and Knowledge: Pre-Assessment and Post-Assessment of MOOC Participants From an Energy and Sustainability Project
Understanding factors promoting or preventing participants’ completion of a massive open online course (MOOC) is an important research topic, as attrition rates remain high for this environment. Motivation and digital skills have been identified as aspects promoting student engagement in a MOOC, an...
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| Format: | Article |
| Language: | English |
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Athabasca University Press
2018-09-01
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| Series: | International Review of Research in Open and Distributed Learning |
| Subjects: | |
| Online Access: | http://www.irrodl.org/index.php/irrodl/article/view/3489 |
| _version_ | 1818832058618740736 |
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| author | Juan Antonio Valdivia Vázquez María Soledad Ramírez-Montoya Jaime Ricardo Valenzuela González |
| author_facet | Juan Antonio Valdivia Vázquez María Soledad Ramírez-Montoya Jaime Ricardo Valenzuela González |
| author_sort | Juan Antonio Valdivia Vázquez |
| collection | DOAJ |
| description | Understanding factors promoting or preventing participants’ completion of a massive open online course (MOOC) is an important research topic, as attrition rates remain high for this environment. Motivation and digital skills have been identified as aspects promoting student engagement in a MOOC, and they are considered necessary for success. However, evaluation of these factors has often relied on tools for which the psychometric properties have not been explored; this suggests that researchers may be working with potentially inaccurate information for judging participants’ profiles. Through a set of analyses (t-test, exploratory factor analysis, correlation), this study explores the relationship between information collected by administering valid and reliable pre and post instruments to measure traits of MOOC attendees. The findings from this study support previously reported outcomes concerning the strong relationships among motivation, previous knowledge, and perceived satisfaction factors for MOOC completers. Moreover, this study provides evidence of the feasibility of developing valid assessments for evaluation purposes. |
| first_indexed | 2024-12-19T01:57:00Z |
| format | Article |
| id | doaj.art-026074cc55ab469e9e0e6745c1a520e8 |
| institution | Directory Open Access Journal |
| issn | 1492-3831 |
| language | English |
| last_indexed | 2024-12-19T01:57:00Z |
| publishDate | 2018-09-01 |
| publisher | Athabasca University Press |
| record_format | Article |
| series | International Review of Research in Open and Distributed Learning |
| spelling | doaj.art-026074cc55ab469e9e0e6745c1a520e82022-12-21T20:41:11ZengAthabasca University PressInternational Review of Research in Open and Distributed Learning1492-38312018-09-0119410.19173/irrodl.v19i4.3489Motivation and Knowledge: Pre-Assessment and Post-Assessment of MOOC Participants From an Energy and Sustainability ProjectJuan Antonio Valdivia Vázquez0María Soledad Ramírez-Montoya1Jaime Ricardo Valenzuela González2Tecnológico de MonterreyTecnológico de MonterreyTecnológico de MonterreyUnderstanding factors promoting or preventing participants’ completion of a massive open online course (MOOC) is an important research topic, as attrition rates remain high for this environment. Motivation and digital skills have been identified as aspects promoting student engagement in a MOOC, and they are considered necessary for success. However, evaluation of these factors has often relied on tools for which the psychometric properties have not been explored; this suggests that researchers may be working with potentially inaccurate information for judging participants’ profiles. Through a set of analyses (t-test, exploratory factor analysis, correlation), this study explores the relationship between information collected by administering valid and reliable pre and post instruments to measure traits of MOOC attendees. The findings from this study support previously reported outcomes concerning the strong relationships among motivation, previous knowledge, and perceived satisfaction factors for MOOC completers. Moreover, this study provides evidence of the feasibility of developing valid assessments for evaluation purposes.http://www.irrodl.org/index.php/irrodl/article/view/3489MOOC assessmentexploratory factor analysisassessment validity |
| spellingShingle | Juan Antonio Valdivia Vázquez María Soledad Ramírez-Montoya Jaime Ricardo Valenzuela González Motivation and Knowledge: Pre-Assessment and Post-Assessment of MOOC Participants From an Energy and Sustainability Project International Review of Research in Open and Distributed Learning MOOC assessment exploratory factor analysis assessment validity |
| title | Motivation and Knowledge: Pre-Assessment and Post-Assessment of MOOC Participants From an Energy and Sustainability Project |
| title_full | Motivation and Knowledge: Pre-Assessment and Post-Assessment of MOOC Participants From an Energy and Sustainability Project |
| title_fullStr | Motivation and Knowledge: Pre-Assessment and Post-Assessment of MOOC Participants From an Energy and Sustainability Project |
| title_full_unstemmed | Motivation and Knowledge: Pre-Assessment and Post-Assessment of MOOC Participants From an Energy and Sustainability Project |
| title_short | Motivation and Knowledge: Pre-Assessment and Post-Assessment of MOOC Participants From an Energy and Sustainability Project |
| title_sort | motivation and knowledge pre assessment and post assessment of mooc participants from an energy and sustainability project |
| topic | MOOC assessment exploratory factor analysis assessment validity |
| url | http://www.irrodl.org/index.php/irrodl/article/view/3489 |
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