From: The role of motivation in MOOCs’ retention rates: a systematic literature review
Motivational source | Category | Motivational factor | N | Pct |
---|---|---|---|---|
Need-based | Academic motives | To earn credit course from professors, to earn credit course from institutes, intrinsic goal orientation, academic self-efficacy, need for cognition, grit (passion for long-term goals), performance-goal orientation, mastery-goal orientation, perceived reputation, complementary learning, learning support, self-assessment, self-improvement, freedom to learn, English proficiency, achievement motivation, learning outcome, further existing knowledge, improving knowledge, previous bad classroom experiences with the subject matter, using innovative tools (flipped classroom, challenge-based, earning), query-based learning, certification, value learning, gamification, supplement to a university class, learning design, study techniques, teaching presence, teacher presence, discouragement based on faulty assignment | 71 | 29.58% |
Course motives | Time (course length), course difficulty, course structure, course content, perception of course design, course related to the program, perception of the course content, expectations about course and suitability of course, perceived effectiveness, perceived quality, task value and interest, overload (heavy load of study), learner social situation, novelty, lack of control, autonomy, sense of scarcity, high-quality course materials | 38 | 15.83% | |
Professional motives | Professional development, work circumstances, course related to the job, acquire skills, perceived usefulness, relevancy to job, fulfillment of need for competence, problem-solving, economic mobility, statement of accomplishment | 30 | 12.50% | |
Interest-based | Personal motives | Internal motives, family circumstances, curiosity, personal growth, personal interest, self-enjoyment, liking, perceived enjoyment, boredom, self-development, self-determination, perceived value, user preference, prior knowledge, and experience | 37 | 15.41% |
Social motives | Social support, interaction, friends taking a course, social presence, connect with others, networking, meet new people, social situation, social influences, social norms, communication and use of information, social mobility, relatedness, learner social characteristics, rewards, badges, social recognition | 45 | 18.76% | |
Technological motives | Perceived ease of use, perceived openness, navigation, accessibility, visual design, the frustration of MOOCs, Internet access, media richness, sociability, convenience, interactive design, integrative design, limiting repeatability of online courses, lack of infrastructures, multimedia use | 19 | 7.91% | |
Total | 240 | 100% |