A Classification of Barriers that Influence Intention Achievement in MOOCs

M.A. Henderikx; C. Kreijns; M. Kalz

doi:10.1007/978-3-319-98572-5_1

A Classification of Barriers that Influence Intention Achievement in MOOCs

Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

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Abstract

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 language	English
Title of host publication	Lifelong Technology-Enhanced Learning. EC-TEL 2018.
Subtitle of host publication	Lecture Notes in Computer Science
Editors	Raymond Elferink, Hendrik Drachsler, Viktoria Pammer-Schindler, Mar Perez-Sanagustin, Maren Scheffel
Publisher	Springer
Pages	3-15
Number of pages	13
Volume	11082
ISBN (Print)	9783319985718
DOIs	https://doi.org/10.1007/978-3-319-98572-5_1
Publication status	Published - 2018
Event	13th European Conference on Technology Enhanced Learning: Lifelong Technology-Enhanced Learning (EC-TEL 2018) - Leeds, United Kingdom Duration: 3 Sept 2018 → 6 Sept 2018 https://link.springer.com/conference/ectel

Conference

Conference	13th European Conference on Technology Enhanced Learning
Abbreviated title	EC-TEL 2018
Country/Territory	United Kingdom
City	Leeds
Period	3/09/18 → 6/09/18
Internet address	https://link.springer.com/conference/ectel

Keywords

MOOCs
barriers
drop-out
intentions

Access to Document

10.1007/978-3-319-98572-5_1Licence: CC BY

A Classification of Barriers that Influence Intention Achievement in MOOCsFinal published version, 1.1 MBLicence: CC BY

SOONER: The Structuration of Open Online Education in the Netherlands
Kalz, M. (PI), Kester, L. (CoI), van Rosmalen, P. (CoI), Janssen, J. (CoI), Van Leeuwen, A. (CoI), Kreijns, K. (CoI), Henderikx, M. (Junior researcher), Kasch, J. (Junior researcher), Jansen, R. (Junior researcher) & Schophuizen, M. (Junior researcher)
1/09/15 → 31/08/20
Project: Research

Cite this

Henderikx, M. A., Kreijns, C., & Kalz, M. (2018). A Classification of Barriers that Influence Intention Achievement in MOOCs. In R. Elferink, H. Drachsler, V. Pammer-Schindler, M. Perez-Sanagustin, & M. Scheffel (Eds.), Lifelong Technology-Enhanced Learning. EC-TEL 2018.: Lecture Notes in Computer Science (Vol. 11082, pp. 3-15). Springer. https://doi.org/10.1007/978-3-319-98572-5_1

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title = "A Classification of Barriers that Influence Intention Achievement in MOOCs",

abstract = "MOOC-learning can be challenging as barriers which prevent or hinder acting out MOOC-takers{\textquoteright} 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.",

keywords = "MOOCs, barriers, drop-out, intentions",

author = "M.A. Henderikx and C. Kreijns and M. Kalz",

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editor = "Raymond Elferink and Hendrik Drachsler and Viktoria Pammer-Schindler and Mar Perez-Sanagustin and Maren Scheffel",

booktitle = "Lifelong Technology-Enhanced Learning. EC-TEL 2018.",

publisher = "Springer",

note = "13th European Conference on Technology Enhanced Learning : Lifelong Technology-Enhanced Learning (EC-TEL 2018), EC-TEL 2018 ; Conference date: 03-09-2018 Through 06-09-2018",

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Henderikx, MA, Kreijns, C & Kalz, M 2018, A Classification of Barriers that Influence Intention Achievement in MOOCs. in R Elferink, H Drachsler, V Pammer-Schindler, M Perez-Sanagustin & M Scheffel (eds), Lifelong Technology-Enhanced Learning. EC-TEL 2018.: Lecture Notes in Computer Science. vol. 11082, Springer, pp. 3-15, 13th European Conference on Technology Enhanced Learning, Leeds, United Kingdom, 3/09/18. https://doi.org/10.1007/978-3-319-98572-5_1

A Classification of Barriers that Influence Intention Achievement in MOOCs. / Henderikx, M.A.; Kreijns, C.; Kalz, M.
Lifelong Technology-Enhanced Learning. EC-TEL 2018.: Lecture Notes in Computer Science. ed. / Raymond Elferink; Hendrik Drachsler; Viktoria Pammer-Schindler; Mar Perez-Sanagustin; Maren Scheffel. Vol. 11082 Springer, 2018. p. 3-15.

Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

TY - GEN

T1 - A Classification of Barriers that Influence Intention Achievement in MOOCs

AU - Henderikx, M.A.

AU - Kreijns, C.

AU - Kalz, M.

PY - 2018

Y1 - 2018

N2 - 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.

AB - 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.

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KW - barriers

KW - drop-out

KW - intentions

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M3 - Conference Article in proceeding

SN - 9783319985718

VL - 11082

SP - 3

EP - 15

BT - Lifelong Technology-Enhanced Learning. EC-TEL 2018.

A2 - Elferink, Raymond

A2 - Drachsler, Hendrik

A2 - Pammer-Schindler, Viktoria

A2 - Perez-Sanagustin, Mar

A2 - Scheffel, Maren

PB - Springer

T2 - 13th European Conference on Technology Enhanced Learning

Y2 - 3 September 2018 through 6 September 2018

ER -

A Classification of Barriers that Influence Intention Achievement in MOOCs

Abstract

Conference

Keywords

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Projects

SOONER: The Structuration of Open Online Education in the Netherlands

Cite this