Engagement and Motivation in MOOCs
by Stephen Downes, Researcher at National Research Council Canada on Nov 23, 2011
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In this presentation I look at the issues of engagement and motivation in Massive Open Online Courses (MOOCs). I outline the development of MOOCs and some of the features that make them distinct from ...
In this presentation I look at the issues of engagement and motivation in Massive Open Online Courses (MOOCs). I outline the development of MOOCs and some of the features that make them distinct from traditional courses. Then I look at some of the literature regarding online student engagement, and apply that with respect to MOOCs. I find that many traditional measures - such as counting attendance or page views - do not account for the sort of engagement we'd like to see, and is demonstrated for example in ds106. In addition, provision of the ability to determine one's own educational path or even to satisfy one's other motivations, may be necessary, but are not sufficient, to support motivation in MOOCs. In the end I consider the example of how motivation is created in gaming environments, and wonder whether MOOCs need challenges and the possibility of failure in order to stimulate student engagement. Please note that the video is a short 5-minute promo, and is not the same as the audio or slides. Also useful is a set of annotated resources consulted prior to the talk. Please see http://www.downes.ca/presentation/288 for audio, video and additional resources.
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