Persistence, performance, and goal setting in massive open online courses
Bibliographic Data
| ID | 21297790 |
|---|---|
| Authors | Kun Li (0000-0001-5862-1959, Learning Innovation Duke University Durham NC USA), Justin Johnsen (Learning Innovation Duke University Durham NC USA), Dorian A Canelas (0000-0001-7486-490X, Department of Chemistry Duke University Durham NC USA, corresponding author) |
| Year | 2021 |
| Volume | 52 |
| Issue | 3 |
| Pages | 1215-1229 |
| Publication date | 2021-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Technology (JOURNAL) |
| Journal identifiers | ISSN: 0007-1013 • E-ISSN: 1467-8535 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjet.13068 |
| OpenAlex | W3138079095 |
| Language | EN |
| Citations received | 6 |
| References cited | 47 |
Goal setting is an important component in successful teaching and learning, but relatively little is known about its impact on course persistence and achievement in massive open online courses. Using an experimental design and employing a variety of data including student writings, content‐related assignment attempts, and quantitative achievement in the courses, we compared the outcomes of two groups of learners who were given different writing prompts at the beginning of their course. While no overall effects of writing prompt type on the dependent variables were observed, highly statistically significant differences were found when goal writings were more closely examined and compared via qualitative coding. When learners’ written responses to prompts contained either learning or performance goals, those participants both achieved more and engaged in learning longer than participants whose written responses did not fall into either of these categories. Practitioner notes What is already known about this topic Goals are related to students’ behaviors and performance. Performance goals’ influences on learning have inconsistent results, while learning goals are considered beneficial. What this paper adds The effects of conscious goal setting in massive open online courses (MOOCs) may be different from traditional learning contexts. Having either learning and performance goals results in better persistence and performance than not having these goals. Implications for practice and/or policy More interventions should be designed to help MOOC learners set and commit to their goals. Use MOOC learner's learning and performance goals to promote learning and persistence.
Academic achievement · Commit · Massive open online course · Mathematics education · Multimedia · Online learning · Persistence (discontinuity) · Psychological intervention · Set (abstract data type) · Variety (cybernetics) · Artificial Intelligence · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Online Learning and Analytics · Psychology
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| Unique citing works | 6 |
|---|---|
| Citations per year | 3 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |