A Classification of Barriers that Influence Intention Achievement in MOOCs

M.A. Henderikx, C. Kreijns, M. Kalz

    Research output: Chapter in Book/Report/Conference proceedingConference Article in proceedingAcademicpeer-review

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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.
    Original languageEnglish
    Title of host publicationLifelong Technology-Enhanced Learning. EC-TEL 2018.
    Subtitle of host publicationLecture Notes in Computer Science
    EditorsRaymond Elferink, Hendrik Drachsler, Viktoria Pammer-Schindler, Mar Perez-Sanagustin, Maren Scheffel
    Number of pages13
    ISBN (Print)9783319985718
    Publication statusPublished - 2018
    Event13th European Conference on Technology Enhanced Learning: Lifelong Technology-Enhanced Learning (EC-TEL 2018) - Leeds, United Kingdom
    Duration: 3 Sept 20186 Sept 2018


    Conference13th European Conference on Technology Enhanced Learning
    Abbreviated titleEC-TEL 2018
    Country/TerritoryUnited Kingdom
    Internet address


    • MOOCs
    • barriers
    • drop-out
    • intentions


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