In massive open online learning courses (MOOCs) with a low instructor-student ratio, students are expected to have self-directed learning abilities. This study investigated the relationship among motivation, self-monitoring, self-management, and MOOC learners' use of learning strategies. An online survey was embedded at the end of three MOOCs with…

Most Massive Open Online Courses (MOOC) research studies have focused on students' demographics, surveys, and retention data, while little attention has been paid to the authentic voices of the learners: the expressions of experiences, perceptions, and emotions in the MOOC students' own words. In this paper, we conducted and analyzed in-depth…

University students who do not declare geography as their major are at risk of poor motivation to learn in an introductory geography class. However, research exploring the role of non-majors' motivation is lacking. This study examines motivational factors impacting non-geography students' engagement and performance. The findings suggest that…

Learning affordances of video and print are examined in order to assess the learning outcomes afforded by hybrid video-print learning packages. The affordances discussed for print are: navigability, surveyability and legibility. Those discussed for video are: design for constructive reflection, provision of realistic experiences, presentational…

MOOCs are open, online courses that use information technologies to enhance the learning experience and attract various people from the entire world. The current study uses the Technology Acceptance Model (TAM), as well as personal characteristics such as learning strategies, cognitive appraisal, and Kuhlthau's (1991) model of information seeking…