Projects per year
In this study, we introduce a model that captures and visualizes the dynamical process of individual intention forming and the translation of this intention into actual behavior when learning in MOOCs. To validate the model and further our understanding of learning in MOOCs, we constructed a short survey based on this theoretically grounded intention-behavior dynamics model. This survey was sent to MOOC learners who at the time of their respective MOOCs indicated that we could contact them for further research purposes. The combination of open and closed questions referred to the most recent MOOC they took and was answered by 84 learners. The results revealed that most learners start a MOOC with a specific intention in mind, but that nearly one third of these learners reformulates this initial intention, once or more often, at some point due to barriers they encounter which hinder or prevent them from reaching their individual intentions. These barriers are mainly non- MOOC related, which may be valuable input for future research as well as guide the development of interventions for supporting learners to reach their personal learning intentions.
|Title of host publication||2018 Learning With MOOCS (LWMOOCS)|
|Subtitle of host publication||Proceedings of the Fifth Learning with MOOCs Conference|
|Number of pages||3|
|Publication status||Published - 13 Nov 2018|
|Event||Learning with MOOCs: MOOCs for All – A Social and International Approach - Madrid, Spain|
Duration: 26 Sept 2018 → 28 Sept 2018
|Conference||Learning with MOOCs|
|Period||26/09/18 → 28/09/18|
- open online education
FingerprintDive into the research topics of 'Intention-Behavior Dynamics in MOOC Learning; What Happens to Good Intentions Along the Way?'. Together they form a unique fingerprint.
- 1 Finished
1/09/15 → 31/08/20