Factors influencing learning and factors influencing persistence: A mixed-method study of MOOC learners' motivation

Massive open online courses have opened up access to courses from many highly-regarded universities to learners of diverse backgrounds, such as students, in-service staffs, and senior citizens. This study examined the specific factors that spurred different learners to learn, and the instructional design factors that motivated learners to persist. The revised instructional material motivation survey questionnaire was administrated online to examine MOOC learners' motivation and course completion rate. Spearman's rho correlation tests showed that positive correlation exists between learners' overall motivation scores on instructional material and their course completion rate. Significant correlation between relevance, confidence, satisfaction, attention, age level, and course completion rate were also recognized. In addition to the quantitative data, semi-structured interview was employed to collect learners' views on the motivational design of MOOCs. Results suggested that although the interview participants were from different backgrounds, their reasons for learning and for sustaining learning were very similar. The factors influencing learning and influencing persistence of learning were reported in this paper. The findings can inform instructional designers and instructors on ways to adopt effective instructional design strategies for future open learning courses or self-directed learning courses.