Learner retention in MOOC environment: Analyzing the role of motivation, self-efficacy and perceived effectiveness ARTICLE
IJEDICT Volume 14, Number 2, ISSN 1814-0556 Publisher: Open Campus, The University of the West Indies, West Indies
Massive Open Online Course (MOOC), an unconventional method of learning has paved way for educational opportunities for learners of all age groups at any time. However, evidence suggests that MOOC has posed many challenges such as low completion rates, low motivation of learners and low perceived value compared to traditional methods. In MOOC, learners are expected to display a self-regulating behaviour and hence motivation of the learner is imperative to successful completion of the course. This study analyzed the role of motivation, perceived effectiveness and self-efficacy in enhancing learner retention. The research was carried out with a sample of 375 participants who had enrolled in a MOOC program of their choice within the past two years. A structured instrument was used to elicit the responses. The data was analyzed using Binomial logistic regression. The resulting model accounted for a 49.8% of variance in learner retention according to the Cox & Snell’s R2 value and 70.2% variance according to Nagelkerke R2 value indicating that motivation, perceived effectiveness and self-efficacy are significant predictors for learner retention. This study provides insights to developers/instructors to understand learner intent and design interventions to make learning more personalized that will increase the retention rate.
Sujatha, R. & Kavitha, D. (2018). Learner retention in MOOC environment: Analyzing the role of motivation, self-efficacy and perceived effectiveness. International Journal of Education and Development using ICT, 14(2),. Open Campus, The University of the West Indies, West Indies. Retrieved September 23, 2018 from https://www.learntechlib.org/p/184685/.