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SUMMARY:The impact of MOOC learners’ motivation on their study process b
 y Dr. Sophie Dandache
DTSTART:20170109T110000
DTEND:20170109T120000
DTSTAMP:20260916T045153Z
UID:58de8e5a3d74130ebb2d8dc36252f974ef211c5cf5932f4f701bb543
CATEGORIES:Conferences - Seminars
DESCRIPTION:Sophie Dandache obtained her master degree in Psychology at th
 e Université Catholique de Louvain (UCL) in 2009. She then worked as a Ph
 .D Student at the Center of Parenting and Special Education at the Katholi
 eke Universiteit of Leuven (KUL) where she compared the link between cogni
 tive and reading skills between normal versus dyslexic readers in Dutch\, 
 Arabic and English. Parallel to her thesis\, she followed the cursus of th
 e master in Statistics at the KUL. In the fall 2015 Sophie Dandache joined
  the MOOC experience at the UCL as a post-doctoral researcher. Her researc
 h is mainly focused on the assessment of the quality and effects of MOOCs 
 on the students' education and the professors' practice.\nThis presentatio
 n will expose a study that aimed at exploring the impact of MOOC learners
 ’ motivation on their study process. More precisely\, we compared how th
 e link between the participants’ satisfaction\, their perception of the 
 course’s instructional design and their rate of success can differ in fu
 nction of their motivation. Therefore\, participants who followed a MOOC o
 n political sciences were asked to answer to a survey before and after hav
 ing followed the course. The sample was composed of students who were foll
 owing the course on-campus in a flipped classroom way and of external part
 icipants from all around the world. By this\, we raised the likelihood of 
 having learners of the both types (i.e.\, who is versus is not interested 
 in obtaining a certificate). A two-step cluster analysis showed that the s
 ample could indeed be clustered in function of their motivation to follow 
 the course. By the mean of EFA\, three factors were retained to reflect th
 e learner’s opinion on the different instructional design elements namel
 y: workload\, design and assessment. Finally\, path analyses were conducte
 d to compare the link between learners’ satisfaction\, opinion on the in
 structional design and success on the MOOC. Results showed that the paths 
 significantly differed between both clusters. Results are discussed in ter
 ms of elements to take into consideration when building and/or following a
  MOOC.
LOCATION:RLD D1 661 https://plan.epfl.ch/theme/generalite_thm_v2?request_l
 ocale=fr&room=rlc%20d1%20661&domain=places&dim_floor=1&lang=fr&dim_lang=fr
 &tree_groups=centres_nevralgiques%2Cacces%2Cmobilite_reduite%2Censeignem
STATUS:CONFIRMED
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