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 Een_US
dc.creatorTorres, Jackieen_US
dc.date.accessioned2017-08-01T15:34:44Zen_US
dc.date.available2017-08-01T15:34:44Zen_US
dc.date.created2016-12en_US
dc.date.issued2016-12-01en_US
dc.date.submittedDecember 2016en_US
dc.date.updated2017-08-01T15:34:44Zen_US
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.en_US
dc.format.mimetypeapplication/pdfen_US
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>.en_US
dc.identifier.urihttps://hdl.handle.net/1911/95975en_US
dc.language.isoengen_US
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.en_US
dc.subjectadulten_US
dc.subjectintelligenceen_US
dc.subjectlifelong learningen_US
dc.subjectonline coursesen_US
dc.subjectinvestment theoriesen_US
dc.titleCourse Participation, Performance, and Completion by Adult Learners in a Massive Open Online Course (MOOC): Trait Complexes, Interest, and Non-Ability Determinantsen_US
dc.typeThesisen_US
dc.type.materialTexten_US
thesis.degree.departmentPsychologyen_US
thesis.degree.disciplineSocial Sciencesen_US
thesis.degree.grantorRice Universityen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Artsen_US
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