Intention – behaviour dynamics in MOOC Learning. What happens to good intentions along the way?

Research output: Contribution to conferencePosterAcademic

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Abstract

MOOCs provide an exceptional learning environment and should not be compared to traditional education [1,2]. Henderikx, Kreijns and Kalz [3] proposed an alternative approach for measuring learning success which takes the intention of the individual learner as a starting point for measuring learning success. These intentions may cover a broad spectrum from just browsing the course to finishing it and earning the certificate. Yet, intention is not a perfect predictor for actual behavior [4]. There are many factors that possibly hinder or prevent learners from reaching their individual intentions. These can be either MOOC-related or non- MOOC related barriers [5]. With this study, we aim to further our understanding of success in MOOCs and take the next step in untangling the process of intention formulation and potential reformulation in the case of barriers. The results may serve as input for supporting learners in reaching their individual learning intentions.
Original languageEnglish
Publication statusPublished - 26 Sep 2018
EventLearning with MOOCs: MOOCs for All – A Social and International Approach - Madrid, Spain
Duration: 26 Sep 201828 Sep 2018
http://learningwithmoocs2018.org

Conference

ConferenceLearning with MOOCs
Abbreviated titleLWMOOCS
CountrySpain
CityMadrid
Period26/09/1828/09/18
Internet address

Fingerprint

Education

Keywords

  • MOOCs
  • implementation
  • Intention
  • Drop-out

Cite this

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title = "Intention – behaviour dynamics in MOOC Learning. What happens to good intentions along the way?",
abstract = "MOOCs provide an exceptional learning environment and should not be compared to traditional education [1,2]. Henderikx, Kreijns and Kalz [3] proposed an alternative approach for measuring learning success which takes the intention of the individual learner as a starting point for measuring learning success. These intentions may cover a broad spectrum from just browsing the course to finishing it and earning the certificate. Yet, intention is not a perfect predictor for actual behavior [4]. There are many factors that possibly hinder or prevent learners from reaching their individual intentions. These can be either MOOC-related or non- MOOC related barriers [5]. With this study, we aim to further our understanding of success in MOOCs and take the next step in untangling the process of intention formulation and potential reformulation in the case of barriers. The results may serve as input for supporting learners in reaching their individual learning intentions.",
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author = "M.A. Henderikx and C. Kreijns and M. Kalz",
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Intention – behaviour dynamics in MOOC Learning. What happens to good intentions along the way? / Henderikx, M.A.; Kreijns, C.; Kalz, M.

2018. Poster session presented at Learning with MOOCs, Madrid, Spain.

Research output: Contribution to conferencePosterAcademic

TY - CONF

T1 - Intention – behaviour dynamics in MOOC Learning. What happens to good intentions along the way?

AU - Henderikx, M.A.

AU - Kreijns, C.

AU - Kalz, M.

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N2 - MOOCs provide an exceptional learning environment and should not be compared to traditional education [1,2]. Henderikx, Kreijns and Kalz [3] proposed an alternative approach for measuring learning success which takes the intention of the individual learner as a starting point for measuring learning success. These intentions may cover a broad spectrum from just browsing the course to finishing it and earning the certificate. Yet, intention is not a perfect predictor for actual behavior [4]. There are many factors that possibly hinder or prevent learners from reaching their individual intentions. These can be either MOOC-related or non- MOOC related barriers [5]. With this study, we aim to further our understanding of success in MOOCs and take the next step in untangling the process of intention formulation and potential reformulation in the case of barriers. The results may serve as input for supporting learners in reaching their individual learning intentions.

AB - MOOCs provide an exceptional learning environment and should not be compared to traditional education [1,2]. Henderikx, Kreijns and Kalz [3] proposed an alternative approach for measuring learning success which takes the intention of the individual learner as a starting point for measuring learning success. These intentions may cover a broad spectrum from just browsing the course to finishing it and earning the certificate. Yet, intention is not a perfect predictor for actual behavior [4]. There are many factors that possibly hinder or prevent learners from reaching their individual intentions. These can be either MOOC-related or non- MOOC related barriers [5]. With this study, we aim to further our understanding of success in MOOCs and take the next step in untangling the process of intention formulation and potential reformulation in the case of barriers. The results may serve as input for supporting learners in reaching their individual learning intentions.

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KW - implementation

KW - Intention

KW - Drop-out

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