Motivation and Engagement in MOOCs: How to Increase Learning Motivation by Adapting Pedagogical Scenarios?
With the MOOC movement, education stakeholders are taking part of a pedagogical renewal. These dynamics present different advantages such as: massiveness, openness, accessibility, etc. However, it raises particular issues related to the dropout. To remedy
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LUNAM University, University of Maine, EA 4023, LIUM, 72085 Le Mans, France {aicha.bakki,lahcen.oubahssi,sebastien.george}@univ-lemans.fr 2 FSA, IRF-SIC Laboratory, Ibn Zohr University, Agadir, Morocco [email protected]
Abstract. With the MOOC movement, education stakeholders are taking part of a pedagogical renewal. These dynamics present different advantages such as: massiveness, openness, accessibility, etc. However, it raises particular issues related to the dropout. To remedy to this issue, a promising lead resides in supporting learners’ motivation and engagement. To reach this goal, innovative pedagogic strategies and /or sophisticated Instructional design, personalization or even adaptability are needed. The purpose of this paper is to examine the point of view of literature, the dropout issue and possible solutions to motivate learners. Keywords: MOOC · Motivation · Dropout · Personalization · Adaptivity · Pedagogical scenario · Engagement · Learning model · Learning design
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Introduction
MOOCs are distinguished from E-Learning platforms by different characteristics such as the massiveness, openness, accessibility, certification, the nature and programming of content, assessment modalities, etc. All of these characteristics offer added value to education in general and to major stakeholders involved in online learning process (teachers, learners and tutors). For teachers for example, it is a question to think about the learning activity by formalizing pedagogical scenarios and implementing them through new technologies and modali‐ ties. This allow us experimenting although different educational approaches and content, but also promoting sharing and reusing content and best practices. For the learner, many benefits can be distinguished namely: flexibility, accessibility, openness, collaboration, autonomy, etc. The aim of our work is to conceive and develop various tools that consider comple‐ mentary and plural aspects of online learning, through individual and/or adaptive, collaborative, fun and massive dimensions. We consider particularly the dropout issue and we propose a synthesis of approaches to reduce the dropout rate. Therefore, the perspective of our work is to refine these approaches to provide models, tools and tech‐ niques enhancing MOOCs centric scenarios by trying to capture the issues of motivation and adaptation. © Springer International Publishing Switzerland 2015 G. Conole et al. (Eds.): EC-TEL 2015, LNCS 9307, pp. 556–559, 2015. DOI: 10.1007/978-3-319-24258-3_58
Motivation and Engagement in MOOCs
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The main purpose of this communication is to not examine the contribution of MOOCs in achieving the guidelines traced at the beginning, but to discuss new issues raised, especially dropout rates. Indeed, for reference, most authors point out a success rate that not exceed 10 % [1]. In a deeper analysis of this issue, several authors link this dropout to a lack of learners’ motivation, or a lack of learners’ engagement [2–4]. These dropout rates are also associated with an insufficiency of
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