Self-motivation challenges for student involvement in the Open Educational Movement with MOOC

Hdl Handle:
http://hdl.handle.net/11285/613049
Title:
Self-motivation challenges for student involvement in the Open Educational Movement with MOOC
Authors:
García Espinosa, Brenda J.; Tenorio Sepúlveda, Gloria C.; Ramírez Montoya, María S. ( 0000-0002-1274-706X )
Issue Date:
2015-01-15
Publisher:
Springer Open
Discipline:
Ciencias Sociales / Social Sciences
Abstract:
Abstract This article attempts to answer the questions: What are the challenges, problems and obstacles of involving less self-motivated students in MOOCs and how do they relate to their learning connectivism? The correlations between connectivism and contextualized learning through a formative experience of the Open Educational Movement was analyzed in order to propose strategies that result in greater perseverance, active participation and retention of less self-motivated students in MOOCs. A mixed method approach was used to survey students, interview students and coordinators, and analyze relevant documents. The findings were classified as (1) Challenges: self-motivation, self-regulation abilities, extra time invested, release requirements, goals and inductive activities before the course opening, unsatisfactory identification of students, difficult activities, feedback monitoring and a platform incompatible with balancing its use with that of social networks; (2) Problems: limited information and communication technology skills, difficult feedback research in forums, uncertain peer feedback when not theory-based or scaffolded by teachers, scarce theoretical support in evidence portfolios and a lack of means to help low self-motivated or self-regulated students; (3) Main contextual obstacles: some students cannot count on their employers’ support or continuous technology access, some students basic wellbeing needs are not met, and inability to contextualize learning; (4) Connectivism: students’ motivation in the MOOC content and their expanding knowledge networks. Based on these findings, a MOOC design requirement template aimed at supporting students’ self-motivation and self-regulation through connectivism is provided.
Keywords:
Self-motivation; Open education movement; MOOCs; e-learning; Cconnectivism; Contextualized learning
Additional Links:
http://journals.uoc.edu/index.php/rusc/article/view/v12n1-garcia-tenorio-ramirez
Type:
Artículo / Article
Appears in Collections:
Artículos de Revistas

Full metadata record

DC FieldValue Language
dc.contributor.authorGarcía Espinosa, Brenda J.en
dc.contributor.authorTenorio Sepúlveda, Gloria C.en
dc.contributor.authorRamírez Montoya, María S.en
dc.date.accessioned2016-06-14T14:15:49Z-
dc.date.available2016-06-14T14:15:49Z-
dc.date.issued2015-01-15en
dc.identifier.issn1698-580X-
dc.identifier.urihttp://dx.doi.org/10.7238/rusc.v12i1.2185-
dc.identifier.urihttp://hdl.handle.net/11285/613049-
dc.description.abstractAbstract This article attempts to answer the questions: What are the challenges, problems and obstacles of involving less self-motivated students in MOOCs and how do they relate to their learning connectivism? The correlations between connectivism and contextualized learning through a formative experience of the Open Educational Movement was analyzed in order to propose strategies that result in greater perseverance, active participation and retention of less self-motivated students in MOOCs. A mixed method approach was used to survey students, interview students and coordinators, and analyze relevant documents. The findings were classified as (1) Challenges: self-motivation, self-regulation abilities, extra time invested, release requirements, goals and inductive activities before the course opening, unsatisfactory identification of students, difficult activities, feedback monitoring and a platform incompatible with balancing its use with that of social networks; (2) Problems: limited information and communication technology skills, difficult feedback research in forums, uncertain peer feedback when not theory-based or scaffolded by teachers, scarce theoretical support in evidence portfolios and a lack of means to help low self-motivated or self-regulated students; (3) Main contextual obstacles: some students cannot count on their employers’ support or continuous technology access, some students basic wellbeing needs are not met, and inability to contextualize learning; (4) Connectivism: students’ motivation in the MOOC content and their expanding knowledge networks. Based on these findings, a MOOC design requirement template aimed at supporting students’ self-motivation and self-regulation through connectivism is provided.en
dc.language.isoenen
dc.publisherSpringer Openen
dc.relation.urlhttp://journals.uoc.edu/index.php/rusc/article/view/v12n1-garcia-tenorio-ramirezen
dc.rightsOpen Access-
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleSelf-motivation challenges for student involvement in the Open Educational Movement with MOOCen
dc.typeArtículo / Articleen
dc.contributor.departmentTecnologico de Monterreyen
dc.rights.holderThe Author(s)-
dc.date.updated2016-06-01T12:20:05Z-
dc.subject.keywordSelf-motivationen
dc.subject.keywordOpen education movementen
dc.subject.keywordMOOCsen
dc.subject.keyworde-learningen
dc.subject.keywordCconnectivismen
dc.subject.keywordContextualized learningen
dc.subject.disciplineCiencias Sociales / Social Sciences-
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