Abstract
Currently success measurement of MOOCs is certificate- and completion-centric and fails to take student intention into account. This results in high dropout rates of 90-95%. While this view of success has been critiqued by the research community, no suitable alternative has yet been developed. This study addresses this gap and proposes a theoretically grounded model for measuring success and dropout in MOOCs.The reasoned action approach (RAA) by Fishbein & Ajzen (2010), which centers around the formation of an intention to achieve certain goals, serves as a theoretical framework for our model, in particular the intention-behaviour gap. A new typology of MOOC-takers based on intention-behaviour patterns is proposed. In addition, state and flow diagrams reflect the complexity and dynamics of this process. This model redefines success in MOOCs as all MOOC-takers who achieve their individually intended goals are considered successful. The model also provides insight into the dynamics of the intention-behaviour process on an individual level and therefor into possible reasons that can cause the intention-behaviour gap.
Original language | English |
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Number of pages | 1 |
Publication status | Published - 31 Oct 2016 |
Event | The ICO International Fall School 2016 - Bad Schussenried, Germany Duration: 31 Oct 2016 → 4 Nov 2016 Conference number: 12 http://www.ico-education.nl/home/ico-news/theicointernationalfallschool2016 |
Conference
Conference | The ICO International Fall School 2016 |
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Abbreviated title | ICO IFS2016 |
Country/Territory | Germany |
City | Bad Schussenried |
Period | 31/10/16 → 4/11/16 |
Internet address |
Keywords
- Intention
- Behavior
- MOOCs
- Online learning
- Success
- dropout
- intention-behavior gap