Motivation, demographics, and engagement during COVID-19 in an astrobiology massive open online course

被引:0
|
作者
Grayson, Skylar [1 ]
Simon, Molly N. [1 ]
Buxner, Sanlyn [2 ]
Wenger, Matthew [2 ]
Impey, Chris [2 ]
机构
[1] Arizona State Univ, Sch Earth & Space Explorat, Tempe, AZ 85287 USA
[2] Univ Arizona, Dept Astron, Tucson, AZ USA
来源
基金
美国国家科学基金会;
关键词
STUDENTS; MOOC;
D O I
10.1103/PhysRevPhysEducRes.21.010109
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Massive open online courses (MOOCs) experienced a resurgence in popularity due to the COVID-19 pandemic. In this work, we studied participants in an astrobiology MOOC offered on Coursera since April 2019. Using a modified version of the Science Motivation Questionnaire II, we examined the primary motivational factors of the participants, how those factors related to demographics and course performance, and how participants in our MOOC compared to those in a general astronomy MOOC as well as traditional undergraduate students. Participants in the astrobiology MOOC were more highly motivated when compared to the general astronomy MOOC across all five motivational factors we surveyed: intrinsic, career, grade, self-determination, and self-efficacy. Compared to the undergraduate population, astrobiology MOOC participants reported higher motivations in all the factors except for career and grade. We found that demographics had some impact on these results, with older participants reporting lower career and grade motivations and female participants having generally higher motivations compared to males. Despite this, male participants and those older than 40 were more likely to complete the course. As the astrobiology MOOC was initially offered prior to the COVID-19 pandemic, we also looked at the impact the pandemic had on these results. The demographics of participants changed significantly, with the percentage of participants under the age of 30 and the percentage of those identifying as full-time students doubling compared to prepandemic. The motivations of participants also changed, with participants showing more career and grade motivation since the pandemic. Interestingly, the increase in younger and more full-time student participants has continued even with the return of in-person learning. This suggests that the pandemic introduced MOOCs to a new population of learners who have continued to utilize them in the years since.
引用
收藏
页数:15
相关论文
共 50 条
  • [21] The Design and Delivery of an Astrobiology Massive Open Online Class
    Impey, Chris
    Wenger, Matthew
    Riabokin, Xana
    ASTROBIOLOGY, 2023, 23 (04) : 460 - 468
  • [22] REFLECTIONS ON MASSIVE OPEN ONLINE COURSES (MOOCS) DURING THE COVID-19 PANDEMIC: A BIBLIOMETRIC MAPPING ANALYSIS
    Tlili, Ahmed
    Altinay, Fahriye
    Altinay, Zehra
    Aydin, Cengiz Hakan
    Huang, Ronghuai
    Sharma, Ramesh C.
    TURKISH ONLINE JOURNAL OF DISTANCE EDUCATION, 2022, 23 (03):
  • [23] Massive open online course for type 2 diabetes self-management: adapting education in the COVID-19 era
    Mackenzie, Scott C.
    Cumming, Kirsten M.
    Garrell, David
    Brodie, Doogie
    Wilson, Lyn
    Mehar, Salma
    Cunningham, Scott G.
    Bickerton, Alex
    Wake, Deborah J.
    BMJ INNOVATIONS, 2021, 7 (01) : 141 - 147
  • [24] Knowledge sharing leads to engagement during Covid-19 for online gamers
    Paul, Justin
    Akbari, Mohsen
    Mondal, Subhra
    Das, Subhankar
    INFORMATION & MANAGEMENT, 2024, 61 (04)
  • [25] Impact of Parents' Stress on Engagement with Online Learning during COVID-19
    Abo Hamza, Eid G.
    Elsantil, Yasmeen G.
    SUSTAINABILITY, 2023, 15 (14)
  • [26] Engagement in Online Learning: Student Attitudes and Behavior During COVID-19
    Hollister, Brooke
    Nair, Praveen
    Hill-Lindsay, Sloan
    Chukoskie, Leanne
    FRONTIERS IN EDUCATION, 2022, 7
  • [27] Consumer Motivation to Purchase Online During COVID-19 Pandemic: Extending Protection Motivation Theory
    Dawi, Norazryana Mat
    Hwang, Ha Jin
    Jalil, Nasir Abdul
    Maresova, Petra
    Namazi, Hamidreza
    SAGE OPEN, 2024, 14 (01):
  • [28] The impact of the massive open online course C19_SPACE during the COVID-19 pandemic on clinical knowledge enhancement: a study among medical doctors and nurses
    Cecconi, Maurizio
    Barth, Anita
    Szollosi, Gergo Jozsef
    Istrate, Gizella Melania
    Alexandre, Joel
    Duska, Frantisek
    Schaller, Stefan J.
    Boulanger, Carole
    Mellinghoff, Johannes
    Waldauf, Peter
    Girbes, Armand R. J.
    Derde, Lennie
    De Waele, Jan J.
    Azoulay, Elie
    Kesecioglu, Jozef
    INTENSIVE CARE MEDICINE, 2024, 50 (11) : 1841 - 1849
  • [29] Measuring online self-regulated learning among early-career medical doctors in a Massive Open Online Course on COVID-19
    Greviana, Nadia
    Kusumoningrum, Dewi Anggraeni
    Findyartini, Ardi
    Hanum, Chaina
    Soloan, Garry
    ASIA PACIFIC SCHOLAR, 2022, 7 (01): : 76 - 86
  • [30] A Systematic Review of Online Learning during COVID 19: Students' Motivation, Task Engagement and Acceptance
    Mohtar, Mujahid
    Yunus, Melor Md
    ARAB WORLD ENGLISH JOURNAL, 2022, : 202 - 215