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

Motivational factors that influence the use of MOOCs: learners’ perspectives a systematic literature review
Motivational factors that influence the use of MOOCs: learners’ perspectives a systematic literature review
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.
1
MOOCS, Motivational factors , systematic literature review
323
Hakami, Nada, Ali M
abd0c5c3-968f-4618-9e34-7a28abda22be
White, Susan
5f9a277b-df62-4079-ae97-b9c35264c146
Chakaveh, Sepideh
4af218bd-ae57-418c-aee2-c8e2ac6f429f
Hakami, Nada, Ali M
abd0c5c3-968f-4618-9e34-7a28abda22be
White, Susan
5f9a277b-df62-4079-ae97-b9c35264c146
Chakaveh, Sepideh
4af218bd-ae57-418c-aee2-c8e2ac6f429f

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).

Record type: Conference or Workshop Item (Paper)

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.
1

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Published date: 2017
Keywords: MOOCS, Motivational factors , systematic literature review

Identifiers

Local EPrints ID: 412268
URI: http://eprints.soton.ac.uk/id/eprint/412268
PURE UUID: 82cd99d3-2699-4929-95dd-d8ed57117006
ORCID for Susan White: ORCID iD orcid.org/0000-0001-9588-5275

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Date deposited: 17 Jul 2017 13:19
Last modified: 17 Dec 2019 01:53

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Contributors

Author: Nada, Ali M Hakami
Author: Susan White ORCID iD
Author: Sepideh Chakaveh

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