MOOCs for Motivation: Promoting Student Engagement in Higher Education Studies

Steven Warburton
University of Surrey, United Kingdom

Maria Fragkaki
University of Surrey, United Kingdom

Sophia Vahora
University of Surrey, United Kingdom


In this paper we explore the relationship between factors that affect learner motivation to study and the potential value of massive open online courses (MOOCs) to stimulate student engagement with their core higher educational studies. The research has used a mixed methods approach to uncover quantitative and qualitative insights from a group of undergraduate level student ambassadors. In the first part, we explore whether using MOOCs as a supplemental study activity could enhance their engagement, motivation and confidence. In the second part we examine the pros and the cons of MOOC-style curricula and which student literacies, digital skills and level of self-regulation required to engage successfully with MOOCs.

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