Motivating factors of MOOC completers: Comparing between university-affiliated students and general participants

Abstract Massive open online courses (MOOCs) are a growing element in strategic decision-making in higher education. However, since only a small percentage of enrollees complete MOOCs, it is important to understand participants' preliminary expectations and motivations. This is particularly important for science and engineering MOOCs because they require professional knowledge, analytical skills, and the ability to handle abstract models of physical phenomena. Hence, the goal of this study was to examine the motivating factors of learners who successfully completed a MOOC in nanotechnology and nanosensors, while comparing between university-affiliated students (N = 114) and general participants (N = 194). Analysis of data, collected via an online survey, forum posts, and email messages, identified three motivational themes: career, personal, and educational. The findings indicated that participants from both groups were motivated by general interest, personal growth, and enrichment. However, while the university-affiliated students were oriented toward improving knowledge and receiving a certificate, the general participants were oriented toward research and professional advancement. Our findings suggest that the design of academic MOOCs should target at both promoting the understanding of new concepts and generating new skillsets.

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