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ABSTRACT
Studies have shown that learners’ motivation is a significant predictor of the level of engagement in a MOOC. However, the role of motivation in a MOOC’s completion remains questionable. In our study, we estimated the role of motivation in a MOOC’s completion, controlling for the characteristics of participants and their level of engagement with the course materials. The research database includes the survey and trace data on participants of nine MOOCs related to the economic field, launched on Coursera in 2014–2015. Two research models were created: the first model for all MOOCs’ participants; the second model for university-affiliated participants. The results of the logistic regression showed that learners’ motivation has a significant relationship with a MOOC’s completion. However, not all motives for participation in MOOCs are significantly related to the chances of earning a certificate of completion. Intrinsic motivation, a motive for getting skills that could be useful for changing the workplace, and a motive for earning a certificate significantly increase the chances of a MOOC’s completion. In turn, amotivation has a negative relationship with a MOOC’s completion.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes
1. The official site of the portal of ‘one window’: https://online.edu.ru/ru/.
2. According to the project ‘Modern Digital Educational Environment in the Russian Federation’ (http://static.government.ru/media/files/8SiLmMBgjAN89vZbUUtmuF5lZYfTvOAG.pdf).
Additional information
Notes on contributors
Tatiana Semenova
Tatiana Semenova is a research fellow in the Centre for Sociology of Higher Education in the Institute of Education at National Research University Higher School of Economics, Russia. Her research interests include, but are not limited to, the effectiveness of online learning, interventions to improve the quality of online learning, assessing the effect of different elements of the course on its completion