Examining the Relations among Student Motivation, Engagement, and Retention in a MOOC: A Structural Equation Modeling Approach

Autor/inn/en	Xiong, Yao; Li, Hongli; Kornhaber, Mindy L.; Suen, Hoi K.; Pursel, Barton; Goins, Deborah D.
Titel	Examining the Relations among Student Motivation, Engagement, and Retention in a MOOC: A Structural Equation Modeling Approach
Quelle	In: Global Education Review, 2 (2015) 3, S.23-33 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Student Motivation; Learner Engagement; Retention (Psychology); Online Courses; Incentives; Correlation; College Students; Measures (Individuals); Predictor Variables; Structural Equation Models; Pennsylvania + Suchen Sie Ihr Suchwort? Schulische Motivation; Merkfähigkeit; Online course; Online-Kurs; Anreiz; Korrelation; Collegestudent; Messdaten; Prädiktor
Abstract	Students who are enrolled in MOOCs tend to have different motivational patterns than fee-paying college students. A majority of MOOC students demonstrate characteristics akin more to "tourists" than formal learners. As a consequence, MOOC students' completion rate is usually very low. The current study examines the relations among student motivation, engagement, and retention using structural equation modeling and data from a Penn State University MOOC. Three distinct types of motivation are examined: intrinsic motivation, extrinsic motivation, and social motivation. Two main hypotheses are tested: (a) motivation predicts student course engagement; and (b) student engagement predicts their retention in the course. The results show that motivation is significantly predictive of student course engagement. Furthermore, engagement is a strong predictor of retention. The findings suggest that promoting student motivation and monitoring individual students' online activities might improve course retention. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01