A Classification of Barriers that Influence Intention Achievement in MOOCs

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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 languageEnglish
Title of host publicationLifelong Technology-Enhanced Learning. EC-TEL 2018.
Subtitle of host publicationLecture Notes in Computer Science
EditorsV. Pammer-Schindler, M. Pérez-Sanagustín, H. Drachsler, R. Elferink, M. Scheffel
PublisherSpringer
Pages3-15
Number of pages13
Volume11082
DOIs
Publication statusPublished - 2018
EventEuropean Conference on Technology Enhanced Learning: Lifelong Technology-Enhanced Learning (EC-TEL 2018) - Leeds, United Kingdom
Duration: 3 Sep 20186 Sep 2018
https://link.springer.com/conference/ectel

Conference

ConferenceEuropean Conference on Technology Enhanced Learning
Abbreviated titleEC-TEL 2018
CountryUnited Kingdom
CityLeeds
Period3/09/186/09/18
Internet address

Fingerprint

learning
empirical research
management
time

Keywords

  • MOOCs
  • drop-out
  • barriers
  • intentions

Cite this

Henderikx, M. A., Kreijns, C., & Kalz, M. (2018). A Classification of Barriers that Influence Intention Achievement in MOOCs. In V. Pammer-Schindler, M. Pérez-Sanagustín, H. Drachsler, R. Elferink, & 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
Henderikx, M.A. ; Kreijns, C. ; Kalz, M. / A Classification of Barriers that Influence Intention Achievement in MOOCs. Lifelong Technology-Enhanced Learning. EC-TEL 2018.: Lecture Notes in Computer Science. editor / V. Pammer-Schindler ; M. Pérez-Sanagustín ; H. Drachsler ; R. Elferink ; M. Scheffel. Vol. 11082 Springer, 2018. pp. 3-15
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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.",
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Henderikx, MA, Kreijns, C & Kalz, M 2018, A Classification of Barriers that Influence Intention Achievement in MOOCs. in V Pammer-Schindler, M Pérez-Sanagustín, H Drachsler, R Elferink & M Scheffel (eds), Lifelong Technology-Enhanced Learning. EC-TEL 2018.: Lecture Notes in Computer Science. vol. 11082, Springer, pp. 3-15, 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. / V. Pammer-Schindler; M. Pérez-Sanagustín; H. Drachsler; R. Elferink; M. Scheffel. Vol. 11082 Springer, 2018. p. 3-15.

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

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