The Interplay of Motivation and Quality of Instructions in the MOOC

What is it about?

A MOOC has disrupted traditional learning methods. With electronic gadgets and internet support, this online learning platform enables many participants to access abundant learning materials and other instructional resources for free. This paper aims to present a sketch of the relationship between the online participants' motivation with MOOC quality. Involving about ninety-five participants from the university administration staff, the authors have divided them into three groups: high achievers (HA), middle achievers (MA), and low achievers (LA). This study has found that motivation significantly influences active participation in the MOOC program. The MOOC design quality also affects the participants' perception upon completing the MOOC. This study suggests that MOOC designers should develop relevant instructional materials and adjust the difficulty level in the MOOC's contents to enhance meaningful learning.

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Why is it important?

This study is important because it explores the impact of MOOCs on learning, highlighting their disruption of traditional methods through accessibility to diverse resources. It investigates how participant motivation correlates with MOOC quality, emphasizing that motivated participants engage more actively. The findings underscore the significance of well-designed MOOCs in fostering meaningful learning experiences, advocating for tailored instructional materials and appropriately challenging content to optimize participant engagement and satisfaction.