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ERIC Number: EJ1185183
Record Type: Journal
Publication Date: 2018-Jul
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1492-3831
EISSN: N/A
Available Date: N/A
Grit and Intention: Why Do Learners Complete MOOCs?
Wang, Yuan; Baker, Ryan
International Review of Research in Open and Distributed Learning, v19 n3 p20-42 Jul 2018
In recent years there has been considerable interest in how many learners complete MOOCs, and what factors during usage can predict completion. Others, however, have argued that many learners never intend to complete MOOCs, and take MOOCs for other reasons. There has been qualitative research into why learners take MOOCs, but the link between learner goals and completion has not been fully established. In this paper, we study the relationship between learner intention to complete a MOOC and their actual completion status. We compare that relationship to the degree to which MOOC completion is predicted by other domain-general motivational factors such as "grit," "goal orientation," "academic efficacy," and the "need for cognition." We find that grit and goal orientation are associated with course completion, with grit predicting course completion independently from intention to complete, and with comparable strength.
Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Patterns of Adaptive Learning Survey; Need for Cognition Scale
Grant or Contract Numbers: DRL1418378
Author Affiliations: N/A