Motivational factors that influence the use of MOOCs: learners’ perspectives a systematic literature review

Hakami, Nada, Ali M, White, Susan and Chakaveh, Sepideh (2017) Motivational factors that influence the use of MOOCs: learners’ perspectives a systematic literature review. In The 9th International Conference on Computer Supported Education. vol. 2, p. 323 . (doi:10.5220/0006259503230331).

Abstract

Massive Open Online Courses (MOOCs) have become an important environment for technology-enhanced learning (TEL) where massive numbers of users from around the world access free, online-based, open content generated by the world-class institutions. Understanding learner’s motivations for using MOOCs is essential for providing successful MOOC environments. This paper presents a comprehensive picture of the literature published between 2011-2016 and pertaining to the motivations that drive individuals to use MOOCs as learners. We examined the classifications of papers, theories used, data collection methods, motivational factors proposed and geographic distribution of participants. Findings demonstrate that the related literature is limited. Several papers adopted technology acceptance theories. Quantitative survey was the favoured method for researchers. Key motivational factors were learner-related (which are divided into personal, social and educational / professional development), institution and instructor-related, platform and course-related and perception of external control/facilitating conditions-related. The identified studies focused only on few geographic regions. Such findings are important for uncovering the directions in the literature and determining the current gaps that can be addressed in the future.
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Contributors

Author: Susan White

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