Relationship between motivations, personality traits and intention to continue using MOOCs
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Relationship between motivations, personality traits and intention to continue using MOOCs Hend Abdullatif 1 & J. Ángel Velázquez-Iturbide 1 Received: 16 May 2019 / Accepted: 13 March 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract MOOCs represent an emerging model for delivering education services. Notwithstanding their potential, they suffer significant dropout rates, which have been attributed to the low motivation of the registered students. This research seeks to understand the variance in the levels of intention to continue using MOOCs (ICM) in relation to motivation (internal and external) and personality traits (agreeableness, extraversion, and conscientiousness). In this study, Structural Equation Modelling was applied to conduct an analysis of 212 professionals from Saudi Arabia who had used MOOCs in the previous three months. Internal motivations, but not the external ones, affect the ICM. Conscientiousness directly affects ICM and external motivation. Agreeableness affects the ICM with full mediation of internal motivations. Extraversion and agreeableness affect internal motivations. The main implication of this research is that, to use MOOCs in the future, different personalities need different motivations in their first use of them. Keywords MOOCs . Personality traits . Motivations . Intention to use
1 Introduction MOOCs refer to a form of open online learning globally accessible by a considerable number of users, which can provide both structured and unstructured learning methods and tools. The many international platforms available—such as Edx, Audacity, FutureLearn, and Coursera—provide students with many benefits, such as flexibility, agility, customisability in learning style, and accessibility at any time and anywhere. I.e., When used voluntarily, MOOCs operate as informal learning courses in which individual participants choose where, when, and in what ways they engage in learning
* J. Ángel Velázquez-Iturbide [email protected]
1
Escuela Técnica Superior de Ingeniería Informática, Universidad Rey Juan Carlos, C/ Tulipán s/n, 28933 Móstoles, Madrid, Spain
Education and Information Technologies
about some topic of their choice (Hew and Cheung 2014). In many academic institutions, however, MOOC use is obligatory, part of a syllabus, or is a job requirement in recruitment and performance evaluation (Lung-Guang 2019). Unfortunately, MOOCs have a dropout rate in the order of 86% (Gomez-Zermeno and Aleman 2016) or 90% (Hew and Cheung 2014). Different theories have sought to explain this dropout rate. Some of them focus on technical aspects of the MOOCs (Longstaff 2017), or human-computer interactions with MOOCs (Kortum and Oswald 2018), learning style (Wong et al. 2019) or psychological factors such as personality traits (Chen et al. 2016). Perceptions and intentions are noted in the literature as the most significant factors affecting the dropout rate (Alraimi, Zo, & Ciganek, 2015; Wu and Chen 2017; Zhou 2016). This research followed the stream of res
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