Table 3 Theories used to support participants' motivation for MOOCs retention
From: The role of motivation in MOOCs’ retention rates: a systematic literature review
Dimensions of theory | Theory | n (%) | N (%) |
|---|---|---|---|
Learner’s control dimension | Self-determination theory (SDT) | 15 (25) | 23 (38.33) |
Psychological reactance theory (PRT) | 3 (5) | ||
Self-regulated learning theory (SRLT) | 3 (5) | ||
Control-value theory of achievement emotions (CVTAE) | 2 (3.33) | ||
Pedagogical dimension | Expectancy value theory (EVT) | 3 (5) | 11 (18.33) |
Achievement goal theory (AGT) | 2 (3.33) | ||
Expectation Confirmation Theory (ECT) | 3 (5) | ||
Constructive learning theory (CLT) | 1 (1.16) | ||
Adult learning theory (ALT) | 1 (1.16) | ||
Experiential learning theory (ELT) | 1 (1.16) | ||
Technological dimension | Technology acceptance model (TAM) | 5 (8.33) | 10 (16.66) |
Flow theory (FT) | 2 (3.33) | ||
Task technology adaptation theory (TTAT) | 1 (1.16) | ||
Media-richness theory (MRT) | 1 (1.16) | ||
Theory of network externalities (TNE) | 1 (1.16) | ||
Social dimension | Connectivism theory (CT) | 3 (5) | 6 (10) |
Social cognitive theory (SCT) | 1 (1.16) | ||
Sociocultural theory (ST) | 1 (1.16) | ||
Theory of relationship quality (TRQ) | 1 (1.16) | ||
Engagement/behavioral dimension | Theory of planned behavior (TPB) | 4 (6.66) | 6 (10) |
Theory of reasoned action (TRA) | 2 (3.33) | ||
Others | Marketing theory (MT) | 1 (1.16) | 4 (6.66) |
Implicit theory of intelligence (ITI) | 1 (1.16) | ||
Herzberg’s (1968) two factor theory (HTFT) | 1 (1.16) | ||
Rogers’s innovation-diffusion theory (RIDT) | 1 (1.16) | ||
Total | 60 (100) | 60 (100) |