Motivational factors and Completion Rate of MOOCs among University Students in in Malaysia
DOI:
https://doi.org/10.37134/ajatel.vol12.1.3.2022Keywords:
Massive Open Online Course, completion rate, motivation factorsAbstract
MOOC’s have advantaged many people through the provision of a variety of free online courses with zero learning commitment by prestigious universities around the world. It has attracted the enrolment of millions of people. Despite the millions of participations, drop-out rates are high and this has become the main issue regarding the effectiveness of MOOCs and its delivery system. This study therefore, is a quest to identify motivational factors that have contributed to the completion rates among MOOC course participants in Malaysian context. A descriptive-correlation research design was employed and simple random sampling technique was used to select 100 students from the Faculty of Education from a public university to participate in this study. The response rate of 73% was satisfactory. Results of this study revealed only motivation factors (r=.602, p<.05) was found to be a significant contributor to MOOC completion rates; while gender, ethnicity and program of study were not determining the differences in the use of the MOOC. The findings have provided some insights for lecturers and course administrators to plan and design the use of MOOC in higher education.
Downloads
References
Assareh, A. & Hosseini, b. M. (2011). Barrier to e-teaching and e-learning. Procedia Computer Science, 3, 791-795.
Barcena, E., Read, T., Martin-Monje, E. & Castrillo, M.D. (2014). Analysing student participation in Foreign Language MOOCs: A case study. In EMOOCs 2014: European MOOCs Stakeholders Summit (p.11–17). Retrieved from http://www.emoocs2014.eu/sites/default/files/Proceedings-Moocs-Summit-2014.pdf
Brophy, J. (2004). Motivating students to learn. Routledge.
Boyatt, R., Joy, M., Rocks, C. & Sinclair, J. (2013). What (use) is a MOOC? In 2nd International Workshop on Learning Technology for Education in Cloud (LTEC), 2013.
Chiam, C.C. (2016). Benefits and challenges of Massive Open Online Courses. ASEAN Journal of Open Distance Learning, 8(1), 16-23.
Colman, D. (2013, April 5). MOOC interrupted: Top 10 reasons our readers didn’t finish a massive open online course. Open Culture. Retrieved from http://www.openculture.com/2013/04/10_reasons_you_didnt_complete_a_MOOC.html
Cross, S. (2013). Evaluation of the OLDS MOOC Curriculum Design Course: Participant Perspectives and Experiences, OLDS MOOC project, Milton Keynes.
DeBoer, J., Stump, G. S., Seaton, D., & Breslow, L. (2013). Diversity in MOOC students’ backgrounds and behaviors in relationship to performance in 6.002x. In Proceedings of the Sixth Learning International Networks Consortium Conference. Retrieved from http://tll.mit.edu/sites/default/files/library/LINC ’13.pdf
Draugalis, J. R., Coons, S. J., & Plaza, C. M. (2008). Best practices for survey research reports: a synopsis for authors and reviewers. American journal of pharmaceutical education, 72(1).
Ferguson, R., & Clow, D. (2015). Consistent Commitment: Patterns of Engagement across Time in Massive Open Online Courses (MOOCs). Journal of Learning Analytics, 2(3), 55-80.
Gamalel-Din, S. A. (2010). Smart e-learning: A greater perspective; from the fourth to the fifth generation e-learning. Egyptian Informatics Journal, 11, 39-48.
Glynn, S. M., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011). Science motivation questionnaire II: Validation with science majors and nonscience majors. Journal of research in science teaching, 48(10), 1159-1176.
Grainger, B. (2013). Introduction to MOOCs: Avalanche, Illusion or Augmentation. Retrieved from http://unesdoc.unesco.org/images/0022/002238/223896e.pdf
Grover, S., Franz, P., Schneider, E., & Pea, R. (2013). The MOOC as Distributed Intelligence: Dimension of a Framework & Evaluation of MOOCs, http://lytics.stanford.edu/wordpress/wpcontent/uploads/2013/04/Framework-for-Design-Evaluation-of-MOOCs-Grover-Franz-Schneider-Pea_final.pdf
Hall, B. (1997). Web-based training cookbook: Everything you need to know about online learning. New York: John Wiley & Sons.
Harun, F., Suparman, Hairun, Y. ., Machmud, T. ., & Alhaddad, I. . (2021). Improving Students’ Mathematical Communication Skills through Interactive Online Learning Media Design. Journal of Technology and Humanities, 2(2), 17-23. https://doi.org/10.53797/jthkkss.v2i2.3.2021
Ho, A., Chuang, I., Reich, J., Coleman, C., Whitehill, J., Northcutt, C., ... & Petersen, R. (2015). HarvardX and MITx: Two years of open online courses fall 2012-summer 2014. Available at SSRN 2586847.
Jansen. D., & Schuwer, R. (2015). Institutional MOOC strategies in Europe: Status report based on a mapping survey conducted in October - December 2014. Retrieved from European Association of Distance Teaching Universities (EADTU) website http://eadtu.eu/documents/Publications/OEenM/Institutional_MOOC_strategies_in_Europe.pdf
Jenner, M., & Strawbridge, F. (2015). UCL’s extended learning landscape. Paper presented at the European MOOCs Stakeholders Summit 2015 Conference, Université Catholique de Louvain Mons (Belgium).
Jordan, K. (2015). Initial trends in enrolment and completion of Massive Open Online Courses. The International Review of Research in Open and Distance Learning, 15(1), 1-28.
Kizilcec, R. F., Piech, C., & Schneider, E. (2013). Deconstructing disengagement: Analyzing learner subpopulations in massive open online courses. Third International Conference on Learning Analytics and Knowledge, LAK ’13 Leuven, Belgium.
Koller, D., Ng, A., Do, C., & Chen, Z. (2013). Retention and intention in massive open online courses: In depth. EDUCAUSE Review, 62-63.
Kop, R., Fournier, H., Mak, J.S.F. (2011). A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive online courses. International Review of Research in Open and Distance Learning (IRRODL). 7, 74-93.
Lang, L., & Pirani, J. A. (2014). The Learning Management System Evolution. CDS Spotlight Report. Research Bulletin. EDUCAUSE.
Li, N., Verma, H., Skevi, A., Zufferey, G., Blom, J., & Dillenbourg, P. (2014). Watching MOOCs together: investigating co-located MOOC study groups. Distance Education, 35(2), 217-233.
Miri, B., Abeer, W., & Hossam, H. (2016). Motivation to learn in massive open online course: Examine aspects of language and social engagement. Computer & Education, 94, 49-60.
Morris, N. P., Hotchkiss, S., & Swinnerton, B. (2015). Can demographic information predict MOOC learner outcomes? Paper presented at the European MOOCs Stakeholders Summit 2015 Conference, Université Catholique de Louvain Mons (Belgium).
Onah, D. F., Sinclair, J., & Boyatt, R. (2016). Dropout rates of massive open online courses: Behavioral patterns. Proceedings of EDULEARN14, Spain, Barcelona (2014), 825–5834.
Pscheida, D., Hoppe, C., Lißner, A., Sexauer, A., Müller, M., & Koehler, T. (2015). Massive open online courses as a tool for student counselling and study guidance: The example of MOOC@ TU9. Proceedings of the EMOOCs 2015, the Third European MOOCs Stakeholders Summit, Belgium, 41-45.
Pratama, H., Azman, M. N. A., Kassymova, G. K., & Duisenbayeva, S. S. (2020). The Trend in using online meeting applications for learning during the period of pandemic COVID-19: A literature review. Journal of Innovation in Educational and Cultural Research, 1(2), 58-68.
Prades, G. M., Palau, J., Granados, P. C., deCallataÿ, G. & Moureau, S. (2015). An unconventional MOOC as a solution for short budgets and young researchers in Europe. Paper presented at the European MOOCs Stakeholders Summit 2015 Conference, Université Catholique de Louvain Mons (Belgium).
Rai, L., & Chunrao, D. (2016). Influencing factors of success and failure in mooc and general analkysis of learner behavior. International Journal of information and education technology, 6(4), 262-268.
Rodriguez, C. (2012). MOOCs and the AI-Stanford Like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses. European Journal of Open, Distance and E-Learning.
Ryan, L. (2013). White Paper: MOOCs- Massive Open Online Courses, http://www.efmd.org/index.php/blog/view/250-white-paper-moocs-massive-open-onl
Tharindu, R.L., Andrew, A.A., and Shirley, A. W. (2013). MOOCs: A Systematic Study of the Published Literature 2008-2012. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1455/2531
The Star Online. (2017). Students and varsities are ready (26 March 2017). Retrieved from https://www.thestar.com.my/news/nation/2017/03/26/students-and-varsities-are-ready/
