Motivation for MOOC learning persistence: An expectancy-value theory perspective

Area of Science:

• Educational Technology
• Psychology of Learning

Background:

• Learning continuity is crucial for success in Massive Open Online Courses (MOOCs).
• Learner motivation, particularly persistence, is a critical factor in MOOC completion.
• The expectancy-value theory provides a framework for understanding learner engagement.

Purpose of the Study:

• To investigate how motivational variables, based on the expectancy-value theory, influence MOOC learning persistence.
• To explore the mediating role of student engagement in the relationship between motivational factors and learning persistence.
• To identify actionable strategies for designing motivating MOOC environments.

Main Methods:

• An experimental study design was employed to examine the relationships between motivational variables and learning persistence.
• Structural equation modeling was used to analyze the effects of antecedent, process, and outcome variables.
• The study focused on key components of the expectancy-value theory: academic self-efficacy, task value, and psychological costs.

Main Results:

• Academic self-efficacy and task value were found to have significant positive effects on learning persistence.
• Teaching presence positively influenced both academic self-efficacy and task value.
• Task value demonstrated a significant mediating effect on learning persistence through student engagement.

Conclusions:

• Learner motivation, specifically academic self-efficacy and task value, is a significant predictor of MOOC learning persistence.
• Effective MOOC design should incorporate elements that foster teaching presence to enhance learner self-efficacy and perceived task value.
• Leveraging student engagement is vital for translating task value into sustained learning persistence in MOOCs.