Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Adult Education | 1 |
| Distance Education | 1 |
| Educational Technology | 1 |
| Enrollment | 1 |
| Foreign Countries | 1 |
| Large Group Instruction | 1 |
| Online Courses | 1 |
| Programming | 1 |
| Student Interests | 1 |
| Student Motivation | 1 |
| Value Judgment | 1 |
| More ▼ | |
Source
| British Journal of… | 1 |
Author
| Lepp, Marina | 1 |
| Luik, Piret | 1 |
| Palts, Tauno | 1 |
| Papli, Kaspar | 1 |
| Suviste, Reelika | 1 |
| Säde, Merilin | 1 |
| Tõnisson, Eno | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Adult Education | 1 |
Audience
Location
| Estonia | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkLuik, Piret; Suviste, Reelika; Lepp, Marina; Palts, Tauno; Tõnisson, Eno; Säde, Merilin; Papli, Kaspar – British Journal of Educational Technology, 2019
Learners who enrol in massive open online courses (MOOCs) have different backgrounds and tend to have different motivations than learners in traditional courses. Based on value-expectancy theory, an instrument was developed to measure motivation for enrolling in a programming MOOC. A study with 1229 adult participants in Estonian-language…
Descriptors: Online Courses, Large Group Instruction, Educational Technology, Enrollment
