Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour

Maartje Henderikx; Marco Kalz

doi:10.1007/978-3-030-19875-6_8

Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour

^*Corresponding author for this work

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

Abstract

Reaching goals can be challenging, especially if they are not in the near future like with learning in MOOCs. The aim of this explorative study was to get insight in this goal achievement process, which can help to understand learner behaviour. Two research questions were examined namely: (1) what goals do learners set, and do they succeed in reaching these goals? and (2) how does the course of action of several learners look taking Gollwitzer’s Rubikon model of action phases as a guideline? We found that even though learners did not achieve the goals they set, they were still generally satisfied with the knowledge they gained. In addition, learners went more or less intuitively through the theorised action phases, yet typically did not take the time to deliberately plan (before the start) and evaluate (after finishing) their learning process. This insight can serve as starting point for developing supporting tools for learners and personalised dashboards, which can offer the tools at appropriate times in a learner’s course of action.

Original language	English
Title of host publication	Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge
Subtitle of host publication	6th European MOOCs Stakeholders Summit, EMOOCs 2019, Naples, Italy, May 20–22, 2019, Proceedings
Editors	Mauro Calise, Carlos Delgado Kloos, Justin Reich, Jose A. Ruiperez-Valiente, Martin Wirsing
Place of Publication	Cham
Publisher	Springer
Chapter	8
Pages	59-69
Number of pages	11
ISBN (Electronic)	9783030198756
ISBN (Print)	9783030198749
DOIs	https://doi.org/10.1007/978-3-030-19875-6_8
Publication status	Published - 8 May 2019
Event	6th European MOOCs Stakeholders Summit - Congress Center of the University of Naples Federico II, Naples, Italy Duration: 20 May 2019 → 22 May 2019 Conference number: 6 https://emoocs2019.eu/

Publication series

Series	Lecture Notes in Computer Science
Volume	11475

Other

Other	6th European MOOCs Stakeholders Summit
Abbreviated title	EMOOCs 2019
Country/Territory	Italy
City	Naples
Period	20/05/19 → 22/05/19
Internet address	https://emoocs2019.eu/

Keywords

ACHIEVEMENT
MOOCS
behaviour
goal setting

Access to Document

10.1007/978-3-030-19875-6_8Licence: 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., & Kalz, M. (2019). Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour. In M. Calise, C. Delgado Kloos, J. Reich, J. A. Ruiperez-Valiente, & M. Wirsing (Eds.), Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge: 6th European MOOCs Stakeholders Summit, EMOOCs 2019, Naples, Italy, May 20–22, 2019, Proceedings (pp. 59-69). Springer. https://doi.org/10.1007/978-3-030-19875-6_8

Henderikx, Maartje ; Kalz, Marco. / Goal Setting and Striving in MOOCs : A Peek Inside the Black Box of Learner Behaviour. Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge: 6th European MOOCs Stakeholders Summit, EMOOCs 2019, Naples, Italy, May 20–22, 2019, Proceedings. editor / Mauro Calise ; Carlos Delgado Kloos ; Justin Reich ; Jose A. Ruiperez-Valiente ; Martin Wirsing. Cham : Springer, 2019. pp. 59-69 (Lecture Notes in Computer Science, Vol. 11475).

@inproceedings{f56cec4824fc4a71b2fed3b551533791,

title = "Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour",

abstract = "Reaching goals can be challenging, especially if they are not in the near future like with learning in MOOCs. The aim of this explorative study was to get insight in this goal achievement process, which can help to understand learner behaviour. Two research questions were examined namely: (1) what goals do learners set, and do they succeed in reaching these goals? and (2) how does the course of action of several learners look taking Gollwitzer{\textquoteright}s Rubikon model of action phases as a guideline? We found that even though learners did not achieve the goals they set, they were still generally satisfied with the knowledge they gained. In addition, learners went more or less intuitively through the theorised action phases, yet typically did not take the time to deliberately plan (before the start) and evaluate (after finishing) their learning process. This insight can serve as starting point for developing supporting tools for learners and personalised dashboards, which can offer the tools at appropriate times in a learner{\textquoteright}s course of action.",

keywords = "ACHIEVEMENT, MOOCS, behaviour, goal setting",

author = "Maartje Henderikx and Marco Kalz",

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editor = "Mauro Calise and {Delgado Kloos}, Carlos and Justin Reich and Ruiperez-Valiente, {Jose A.} and Martin Wirsing",

booktitle = "Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge",

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Henderikx, M & Kalz, M 2019, Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour. in M Calise, C Delgado Kloos, J Reich, JA Ruiperez-Valiente & M Wirsing (eds), Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge: 6th European MOOCs Stakeholders Summit, EMOOCs 2019, Naples, Italy, May 20–22, 2019, Proceedings. Springer, Cham, Lecture Notes in Computer Science, vol. 11475, pp. 59-69, 6th European MOOCs Stakeholders Summit, Naples, Italy, 20/05/19. https://doi.org/10.1007/978-3-030-19875-6_8

Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour. / Henderikx, Maartje; Kalz, Marco.
Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge: 6th European MOOCs Stakeholders Summit, EMOOCs 2019, Naples, Italy, May 20–22, 2019, Proceedings. ed. / Mauro Calise; Carlos Delgado Kloos; Justin Reich; Jose A. Ruiperez-Valiente; Martin Wirsing. Cham: Springer, 2019. p. 59-69 (Lecture Notes in Computer Science, Vol. 11475).

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

TY - GEN

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AU - Henderikx, Maartje

AU - Kalz, Marco

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N2 - Reaching goals can be challenging, especially if they are not in the near future like with learning in MOOCs. The aim of this explorative study was to get insight in this goal achievement process, which can help to understand learner behaviour. Two research questions were examined namely: (1) what goals do learners set, and do they succeed in reaching these goals? and (2) how does the course of action of several learners look taking Gollwitzer’s Rubikon model of action phases as a guideline? We found that even though learners did not achieve the goals they set, they were still generally satisfied with the knowledge they gained. In addition, learners went more or less intuitively through the theorised action phases, yet typically did not take the time to deliberately plan (before the start) and evaluate (after finishing) their learning process. This insight can serve as starting point for developing supporting tools for learners and personalised dashboards, which can offer the tools at appropriate times in a learner’s course of action.

AB - Reaching goals can be challenging, especially if they are not in the near future like with learning in MOOCs. The aim of this explorative study was to get insight in this goal achievement process, which can help to understand learner behaviour. Two research questions were examined namely: (1) what goals do learners set, and do they succeed in reaching these goals? and (2) how does the course of action of several learners look taking Gollwitzer’s Rubikon model of action phases as a guideline? We found that even though learners did not achieve the goals they set, they were still generally satisfied with the knowledge they gained. In addition, learners went more or less intuitively through the theorised action phases, yet typically did not take the time to deliberately plan (before the start) and evaluate (after finishing) their learning process. This insight can serve as starting point for developing supporting tools for learners and personalised dashboards, which can offer the tools at appropriate times in a learner’s course of action.

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M3 - Conference Article in proceeding

SN - 9783030198749

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PB - Springer

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ER -

Henderikx M, Kalz M. Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour. In Calise M, Delgado Kloos C, Reich J, Ruiperez-Valiente JA, Wirsing M, editors, Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge: 6th European MOOCs Stakeholders Summit, EMOOCs 2019, Naples, Italy, May 20–22, 2019, Proceedings. Cham: Springer. 2019. p. 59-69. (Lecture Notes in Computer Science, Vol. 11475). doi: 10.1007/978-3-030-19875-6_8

Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour

Abstract

Publication series

Other

Keywords

Access to Document

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Projects

SOONER: The Structuration of Open Online Education in the Netherlands

Cite this