The impact of MOOC learners’ motivation on their study process by Dr. Sophie Dandache
Event details
| Date | 09.01.2017 |
| Hour | 11:00 › 12:00 |
| Speaker | Sophie Dandache obtained her master degree in Psychology at the 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 Katholieke Universiteit of Leuven (KUL) where she compared the link between cognitive and reading skills between normal versus dyslexic readers in Dutch, Arabic and English. Parallel to her thesis, she followed the cursus of the 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 research is mainly focused on the assessment of the quality and effects of MOOCs on the students' education and the professors' practice. |
| Location | |
| Category | Conferences - Seminars |
This presentation will expose a study that aimed at exploring the impact of MOOC learners’ motivation on their study process. More precisely, we compared how the link between the participants’ satisfaction, their perception of the course’s instructional design and their rate of success can differ in function of their motivation. Therefore, participants who followed a MOOC on political sciences were asked to answer to a survey before and after having followed the course. The sample was composed of students who were following the course on-campus in a flipped classroom way and of external participants 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 sample could indeed be clustered in function of their motivation to follow the course. By the mean of EFA, three factors were retained to reflect the learner’s opinion on the different instructional design elements namely: workload, design and assessment. Finally, path analyses were conducted to compare the link between learners’ satisfaction, opinion on the instructional design and success on the MOOC. Results showed that the paths significantly differed between both clusters. Results are discussed in terms of elements to take into consideration when building and/or following a MOOC.
Practical information
- Informed public
- Free
- This event is internal