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dc.contributor.authorLoizzo, Jamie
dc.contributor.authorErtmer, Peggy A.
dc.contributor.authorWatson, William R.
dc.contributor.authorWatson, Sunnie Lee
dc.date.accessioned2019-09-25T16:43:17Z
dc.date.available2019-09-25T16:43:17Z
dc.date.created2017-06-28 23:04
dc.date.issued2017-06-15
dc.identifieroai:ojs.ec2-52-6-73-98.compute-1.amazonaws.com:article/889
dc.identifierhttp://olj.onlinelearningconsortium.org/index.php/olj/article/view/889
dc.identifier10.24059/olj.v21i2.889
dc.identifier.urihttp://hdl.handle.net/20.500.12424/355385
dc.description.abstractDespite the increased attention given to MOOCs over the last four years, learners’ voices have been noticeably absent. This virtual ethnographic study was designed to examine the experiences of 12 adult learners with bachelors’ and masters’ degrees, enrolled in a four-week MOOC on the topic of human trafficking. Through the lenses of self-directed learning and self-determination theories, we were interested in investigating learners’ motivations for enrolling in the MOOC, their perceptions of success and completion, and barriers encountered while trying to complete the MOOC. Reasons for enrollment varied from personal enjoyment to professional development, and differing definitions emerged regarding completion or success in a MOOC. Implications of this study include a proposed conceptual framework of adult learner MOOC motivations and goals, which may inform the intentional instructional design of MOOCs to better meet adults’ self-directed learning needs. Results also pointed to the potential for social science MOOCs to promote activism and attitudinal and social change.
dc.format.mediumapplication/pdf
dc.language.isoeng
dc.publisherThe Online Learning Consortium
dc.relation.ispartofhttp://olj.onlinelearningconsortium.org/index.php/olj/article/view/889/271
dc.relation.ispartofhttp://olj.onlinelearningconsortium.org/index.php/olj/article/downloadSuppFile/889/400
dc.rightsCopyright (c) 2017 Online Learning Journal
dc.sourceOnline Learning; Vol 21, No 2 (2017)
dc.subjectEducation, Learning Design, Instructional Design, Instructional Technology
dc.subjectMOOCs, adult learners, motivation, success, completion
dc.titleAdult MOOC Learners as Self-Directed: Perceptions of Motivation, Success, and Completion
dc.typeinfo:eu-repo/semantics/article
ge.collectioncodeEC
ge.collectioncode2472-5730
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:10951519
ge.identifier.permalinkhttps://www.globethics.net/gel/10951519
ge.lastmodificationdate2017-06-28 23:04
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid149104
ge.oai.repositoryid98409
ge.oai.setnameMassive Open Online Course (MOOC) Research
ge.oai.setspecolj:MOOC
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttp://olj.onlinelearningconsortium.org/index.php/olj/article/view/889


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