Why learners fail in MOOCs? Investigating the interplay of online academic hardiness and learning engagement among MOOCs learners

Tonny Meng Lun Kuo, Chin Chung Tsai, Jyun Cheng Wang

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Citation (Scopus)

Abstract

Although the proliferation of Massive Open Online Courses (MOOCs) has created highly interactive learning environment for higher education, the low completion rate (or high dropout rate) deteriorates the development of MOOC courses. This study explores why learners are not highly engaged in MOOCs from the perspective of academic hardiness and learning engagement. The interplay of online academic hardiness and online learning engagement is mapped through both structural equation model and predictive model. Our explanatory and predictive analysis found that commitment is the most important factor of online academic hardiness, significantly influencing learning engagement. Moreover, the role of challenge contributes much to cognitive and emotional engagement. Other interesting findings and instructional implication will be discussed in the paper.

Original languageEnglish
Title of host publicationProceedings of the 25th International Conference on Computers in Education, ICCE 2017 - Main Conference Proceedings
EditorsAhmad Fauzi Mohd Ayub, Antonija Mitrovic, Jie-Chi Yang, Su Luan Wong, Wenli Chen
PublisherAsia-Pacific Society for Computers in Education
Pages216-221
Number of pages6
ISBN (Print)9789869401265
Publication statusPublished - 2017 Jan 1
Event25th International Conference on Computers in Education, ICCE 2017 - Christchurch, New Zealand
Duration: 2017 Dec 42017 Dec 8

Publication series

NameProceedings of the 25th International Conference on Computers in Education, ICCE 2017 - Main Conference Proceedings

Other

Other25th International Conference on Computers in Education, ICCE 2017
CountryNew Zealand
CityChristchurch
Period17/12/417/12/8

Keywords

  • Learning analytics
  • MOOCs
  • Online academic hardiness
  • Online learning engagement

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Computer Science Applications
  • Information Systems
  • Hardware and Architecture
  • Education

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  • Cite this

    Kuo, T. M. L., Tsai, C. C., & Wang, J. C. (2017). Why learners fail in MOOCs? Investigating the interplay of online academic hardiness and learning engagement among MOOCs learners. In A. F. Mohd Ayub, A. Mitrovic, J-C. Yang, S. L. Wong, & W. Chen (Eds.), Proceedings of the 25th International Conference on Computers in Education, ICCE 2017 - Main Conference Proceedings (pp. 216-221). (Proceedings of the 25th International Conference on Computers in Education, ICCE 2017 - Main Conference Proceedings). Asia-Pacific Society for Computers in Education.