ERIC Number: EJ1421011
Record Type: Journal
Publication Date: 2024-Apr
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-2357
EISSN: EISSN-1573-7608
What Motivate Learners to Continue a Professional Development Program through Massive Open Online Courses (MOOCs)?: a Lens of Self-Determination Theory
Ünal Çakiroglu; Adem Özkan; Isak Çevi?k; Damla Kutlu; Sefa Kahyar
Education and Information Technologies, v29 n6 p7027-7051 2024
The field of online professional development is in ongoing growth, and motivation has been identified as a critical factor in online courses. Somewhat different from the common courses delivered through MOOCs, this study investigates learning processes in compulsory courses. The study aims to understand the motivational factors influential on the behaviors of faculty members in a compulsory professional development program. The participants included 11 instructors who completed the program. Within the lens of self-determination theory, the motivation of instructors was determined through semi-structured interviews, which were analyzed through content analysis. Prominent factors affecting motivation were found as: (a) the nature of professional development; (b) teaching materials; (c) evaluation; (d) learning environment; and (e) external factors (compulsory participation, environmental pressure). Attending a compulsory course is discussed in terms of self-determination theory. The implications of notable findings and directions for future studies are also discussed.
Descriptors: Inservice Teacher Education, MOOCs, Distance Education, Mandatory Continuing Education, Student Motivation, Student Attitudes, Self Determination, Learning Processes
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A