Publikation Nr. 827 - Details
SammelbandOpen Access · CCPeer ReviewEnglish
A Classification of Barriers that Influence Intention Achievement in MOOCs
Henderikx, M., Kreijns, K. & Kalz, M. (2018). A Classification of Barriers that Influence Intention Achievement in MOOCs. In: Lifelong Technology-Enhanced Learning. EC-TEL 2018. Lecture Notes in Computer Science, vol 11082 (S. 3-15). Cham, Switzerland: Springer, Cham.
- Linklink.springer.com/chapter/...
- DOIhttps://doi.org/10.1007/978-3-319-98572-5_1
- ISBN978-3-319-98572-5
- StichworteMOOCs Online learning Barriers Factor analysis
Abstract
MOOC-learning can be challenging as barriers which prevent or hinder acting out MOOC-takers’ individual learning intentions may be encountered. The aim of this research was to elicit and to empirically classify barriers that influence this intention achievement in MOOCs. The best fit model of our factor-analytical approach resulted in 4 distinctive components; 1. Technical and online-learning related skills, 2. Social context, 3. Course design/expectations management, 4. Time, support and
