Course Participation, Performance, and Completion by Adult Learners in a Massive Open Online Course (MOOC): Trait Complexes, Interest, and Non-Ability Determinants

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dc.contributor.advisorBeier, Margaret E
dc.creatorTorres, Jackie
dc.date.accessioned2017-08-01T15:34:44Z
dc.date.available2017-08-01T15:34:44Z
dc.date.created2016-12
dc.date.issued2016-12-01
dc.date.submittedDecember 2016
dc.date.updated2017-08-01T15:34:44Z
dc.description.abstractThe current study examines determinants of course engagement for adult learners registered in a Massive Open Online Course (MOOC). It is framed under investment theories of adult intellectual development, which posit that effort and attention toward knowledge acquisition and maintenance is directed by both ability (e.g., reasoning ability) and non-ability determinants (e.g., personality; Ackerman, 1996). Although instructors of MOOCs may provide course learning objectives and a learning schedule, learners have choice and control over their learning experience. Learners can choose the topics in which they engage, the course materials to focus on, and whether or not they complete the course. To examine course engagement as it occurs in a five-week long MOOC, learners’ survey responses were linked to objective course data. Outcomes examined were course activity participation, course performance, and course completion. A model is proposed and tested in which these outcomes are predicted by individual differences in trait complexes (i.e., constellation of personality and achievement goal orientations) and more proximally by interest, prior experiences, prior knowledge related to course content, and course affective engagement. We found that an intellectual/mastery trait complex was predictive of course affective engagement, which in turn was predictive of course outcomes. However, we found no such relationships for a traditional/avoidant trait complex.
dc.format.mimetypeapplication/pdf
dc.identifier.citationTorres, Jackie. "Course Participation, Performance, and Completion by Adult Learners in a Massive Open Online Course (MOOC): Trait Complexes, Interest, and Non-Ability Determinants." (2016) Master’s Thesis, Rice University. <a href="https://hdl.handle.net/1911/95975">https://hdl.handle.net/1911/95975</a>.
dc.identifier.urihttps://hdl.handle.net/1911/95975
dc.language.isoeng
dc.rightsCopyright is held by the author, unless otherwise indicated. Permission to reuse, publish, or reproduce the work beyond the bounds of fair use or other exemptions to copyright law must be obtained from the copyright holder.
dc.subjectadult
dc.subjectintelligence
dc.subjectlifelong learning
dc.subjectonline courses
dc.subjectinvestment theories
dc.titleCourse Participation, Performance, and Completion by Adult Learners in a Massive Open Online Course (MOOC): Trait Complexes, Interest, and Non-Ability Determinants
dc.typeThesis
dc.type.materialText
thesis.degree.departmentPsychology
thesis.degree.disciplineSocial Sciences
thesis.degree.grantorRice University
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts
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