亲社会行为
大型网络公开课
在线课程
心理学
课程(导航)
学生参与度
内在动机
过程(计算)
数学教育
社会心理学
计算机科学
工程类
操作系统
航空航天工程
作者
Ella Anghel,Joshua Littenberg‐Tobias,Matthias von Davier
标识
DOI:10.1016/j.compedu.2023.104929
摘要
Existing studies on MOOCs examine learners' engagement processes but have not explored links between them and motivations to enroll. In our previous work, we identified three motivation groups in a MOOC for educators: intrinsic, professional, and prosocial. In the current study, we used process mining to compare the course engagement patterns of these three groups. We found that throughout the course, the intrinsic group was the most engaged, but the prosocial group became the most engaged by the end of the course. We also identified rarely visited pages and page sequences that do not follow the intended course structure. Our findings enhance existing research on motivation and engagement in MOOCs by showing how motivation relates to fine-grained engagement metrics. They suggest that MOOC developers may want to consider why some groups are less engaged and why some pages appear less engaging and change the course structure accordingly.
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