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MOOC-learning can be challenging as barriers which prevent or hinder acting out MOOC-takers’ individual learning intentions may be encountered. The aim of this research was to elicit and to empirically classify barriers that influence this intention achievement in MOOCs. The best fit model of our factor-analytical approach resulted in 4 distinctive components; 1. Tech- nical and online-learning related skills, 2. Social context, 3. Course design/ expectations management, 4. Time, support and motivation. The main finding of our study is that the experienced barriers by MOOC-takers are predominantly non-MOOC related. This knowledge can be of value for MOOC-designers and providers. It may guide them in finding suitable re-design solutions or inter- ventions to support MOOC-takers in their learning, even if it concerns non- MOOC related issues. Furthermore, it makes a valuable contribution to the expanding empirical research on MOOCs.
|Title of host publication||Lifelong Technology-Enhanced Learning. EC-TEL 2018.|
|Subtitle of host publication||Lecture Notes in Computer Science|
|Editors||V. Pammer-Schindler, M. Pérez-Sanagustín, H. Drachsler, R. Elferink, M. Scheffel|
|Number of pages||13|
|Publication status||Published - 2018|
|Event||13th European Conference on Technology Enhanced Learning: Lifelong Technology-Enhanced Learning (EC-TEL 2018) - Leeds, United Kingdom|
Duration: 3 Sep 2018 → 6 Sep 2018
|Conference||13th European Conference on Technology Enhanced Learning|
|Abbreviated title||EC-TEL 2018|
|Period||3/09/18 → 6/09/18|
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1/09/15 → 31/08/20