![](https://editlib-media.s3.amazonaws.com/sources/OP.png)
Exploratory study of MOOC learners’ demographics and motivation: The case of students involved in groups
ARTICLE
Rebecca Bayeck, The Pennsylvania State University
Open Praxis Volume 8, Number 3, ISSN 1369-9997 e-ISSN 1369-9997 Publisher: International Council for Open and Distance Education
Abstract
This paper reports preliminary findings on students enrolled in a massive open online course, who were also assigned to work in groups. Part of a larger study on the effect of groups on retention and completion in MOOCs, the paper provides students’ demographics (i.e., location, gender, education level, and employment status), and motivation for taking the course. Findings show that women outnumbered men and that students mostly enrolled into the course because of a friend. Indeed, research on MOOCs demonstrates that men outnumber women and that educational pursuit and professional development are the main motivators for taking MOOCs. Yet, this paper shows that when group work is included in a MOOC, women participate more. Furthermore, for students assigned to groups in a MOOC, friends are the principal incentive for enrolling into the course. These results are discussed in light of previous research, and implications for teaching and learning in online environments addressed.
Citation
Bayeck, R. (2016). Exploratory study of MOOC learners’ demographics and motivation: The case of students involved in groups. Open Praxis, 8(3), 223-233. International Council for Open and Distance Education. Retrieved August 6, 2024 from https://www.learntechlib.org/p/173534/.
Keywords
Cited By
View References & Citations Map-
Developing Self-Efficacy through a Massive Open Online Course on Study Skills
Brenda Padilla Rodriguez & Alejandro Armellini
Open Praxis Vol. 9, No. 3 (Sep 22, 2017) pp. 335–343
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.