Driving Student Motivation in MOOCs through a Conceptual Activity-Motivation Framework

Mohammad Khalil, Martin Ebner

Research output: Contribution to journalArticle

Abstract

Massive Open Online Courses (MOOCs) require students’ commitment and engagement to earn the completion, certified or passing status. This study presents a conceptual Learning Analytics Activity-Motivation framework that looks into increasing students’ activity in MOOCs. The proposed framework followed an empirical data analysis from MOOC variables using different case studies. The results of this analysis show that students who are more active within the offered environment are more likely to complete MOOCs. The framework strongly relies on a direct gamified feedback that seeks driving students’ inner motivation of competency.
LanguageEnglish
Pages101-122
JournalZeitschrift für Hochschulentwicklung
Volume12
Issue number1
StatusPublished - 29 Mar 2017

Fingerprint

student
data analysis
commitment
learning

Cite this

Driving Student Motivation in MOOCs through a Conceptual Activity-Motivation Framework. / Khalil, Mohammad; Ebner, Martin.

In: Zeitschrift für Hochschulentwicklung , Vol. 12, No. 1, 29.03.2017, p. 101-122.

Research output: Contribution to journalArticle

@article{7fac8f5e092746cf97c453c8fbf50d28,
title = "Driving Student Motivation in MOOCs through a Conceptual Activity-Motivation Framework",
abstract = "Massive Open Online Courses (MOOCs) require students’ commitment and engagement to earn the completion, certified or passing status. This study presents a conceptual Learning Analytics Activity-Motivation framework that looks into increasing students’ activity in MOOCs. The proposed framework followed an empirical data analysis from MOOC variables using different case studies. The results of this analysis show that students who are more active within the offered environment are more likely to complete MOOCs. The framework strongly relies on a direct gamified feedback that seeks driving students’ inner motivation of competency.",
author = "Mohammad Khalil and Martin Ebner",
year = "2017",
month = "3",
day = "29",
language = "English",
volume = "12",
pages = "101--122",
journal = "Zeitschrift f{\"u}r Hochschulentwicklung",
issn = "2219-6994",
publisher = "Verein Forum neue Medien in der Lehre Austria",
number = "1",

}

TY - JOUR

T1 - Driving Student Motivation in MOOCs through a Conceptual Activity-Motivation Framework

AU - Khalil,Mohammad

AU - Ebner,Martin

PY - 2017/3/29

Y1 - 2017/3/29

N2 - Massive Open Online Courses (MOOCs) require students’ commitment and engagement to earn the completion, certified or passing status. This study presents a conceptual Learning Analytics Activity-Motivation framework that looks into increasing students’ activity in MOOCs. The proposed framework followed an empirical data analysis from MOOC variables using different case studies. The results of this analysis show that students who are more active within the offered environment are more likely to complete MOOCs. The framework strongly relies on a direct gamified feedback that seeks driving students’ inner motivation of competency.

AB - Massive Open Online Courses (MOOCs) require students’ commitment and engagement to earn the completion, certified or passing status. This study presents a conceptual Learning Analytics Activity-Motivation framework that looks into increasing students’ activity in MOOCs. The proposed framework followed an empirical data analysis from MOOC variables using different case studies. The results of this analysis show that students who are more active within the offered environment are more likely to complete MOOCs. The framework strongly relies on a direct gamified feedback that seeks driving students’ inner motivation of competency.

M3 - Article

VL - 12

SP - 101

EP - 122

JO - Zeitschrift für Hochschulentwicklung

T2 - Zeitschrift für Hochschulentwicklung

JF - Zeitschrift für Hochschulentwicklung

SN - 2219-6994

IS - 1

ER -