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Publikation Nr. 827 - Details

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, Lifelong Technology-Enhanced Learning. EC-TEL 2018. Lecture Notes in Computer Science, vol 11082 (S.3-15). Cham, Switzerland: Springer, Cham.

Sammelband

URL: https://link.springer.com/chapter/10.1007/978-3-319-98572-5_1
ISBN: 978-3-319-98572-5
DOI: https://doi.org/10.1007/978-3-319-98572-5_1

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

Attribute

Sprache:
Art der Begutachtung:	Peer Review
Print:	Nein
Online:	Ja, mit Open Access und CC-Lizenz
Datenmedium:	Keine Angabe