What motivates enrolment in programming MOOCs?
Abstract
Learners who enrol in massive open online courses (MOOCs) have different backgrounds and tend to have different motivations than learners in traditional courses. Based on value‐expectancy theory, an instrument was developed to measure motivation for enrolling in a programming MOOC. A study with 1229 adult participants in Estonian‐language programming course “About Programming” was conducted to validate the instrument. Results of confirmatory factor analysis validated the 7‐factor scale named factors influencing enrolment in MOOC (FIEM). FIEM comprises three factors of expectancies, three factors of values and one factor of social influence. The highest and lowest rated motivational factors influencing enrolment in programming MOOC are discussed in the paper. Interest in and expectations for the course, personal suitability of distance learning and suitability for family and work are the highest‐rated motivational factors for those who enrol in MOOC. Usefulness related to own children, social influence and usefulness to related to certification were the lowest rated. The results of this study can be useful for designers of programming MOOCs and the developed scale might be used in future studies.
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Students' enjoyment of learning is regarded as one of the critical factors in programming courses.
“In addition, as students ' enjoyment of learning is recently regarded as one of the critical factors in programming courses (e.g. Luik et al., 2019), it is very important to help students engage in and improve their enjoyment of learning.”
From The effects of online peer-facilitated learning and distributed pair programming on students’ learning (2023) · cites this paper as Luik et al., 2019
Cites
Ryan, R. M., & Deci, E. L. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.68 · Cited by 27,815 · see citing works
Colquitt, J. A., LePine, J. A., & Noe, R. A. (2000) · Journal of Applied Psychology · doi:10.1037/0021-9010.85.5.678 · Cited by 2,126 · see citing works
Students, Computers and Learning: Making the Connection
OECD (2015) · PISA · doi:10.1787/9789264239555-en · Cited by 787 · see citing works
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Tsai, C.-W., Lin, M. Y.-C., Cheng, Y.-P., Lee, L.-Y., Chyr, W.-L., Lin, C.-H., Lin, J.-W., & Tsai, M.-C. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104849 · Cited by 25 · see citing works
“In addition, it is reported that enjoyment of learning is one of the important primary motivations for learners in online courses (Littlejohn et al., 2016; Luik et al., 2019).”
- Authors
- Luik, P., Suviste, R., Lepp, M., Palts, T., Tõnisson, E., Säde, M., & Papli, K.
- Affiliations
- University of Tartu (EE)
- Corresponding author
- Luik, Piret
- Venue
- British Journal of Educational Technology
- Publisher
- Wiley
- Published
- 2017-12-13
- Volume
- 50
- Issue
- 1
- Pages
- 153-165
- ISSN
- 0007-1013 (ISSN-L)
- 1467-8535
- OpenAlex
- W2774230421
- Cited by
- 44
- References
- 3
- Citations by year
- 2026: 3 · 2025: 1 · 2024: 5 · 2023: 6 · 2022: 10 · 2021: 10 · 2020: 8 · 2019: 1
- FWCI
- 2.95
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- British Journal of Educational Technology (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Social Sciences › Education › Online and Blended Learning
- Keywords
- student motivation, scale development, social influence, distance education, certification, adult learners
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