Ali Alshehri, F. (2021). The Relationship between Learners’ Motivation, Gender and Completion of MOOCs in Saudi Arabia. test, 87(87), 77-112. doi: 10.21608/edusohag.2021.177950
Farraj Ali Alshehri. "The Relationship between Learners’ Motivation, Gender and Completion of MOOCs in Saudi Arabia". test, 87, 87, 2021, 77-112. doi: 10.21608/edusohag.2021.177950
Ali Alshehri, F. (2021). 'The Relationship between Learners’ Motivation, Gender and Completion of MOOCs in Saudi Arabia', test, 87(87), pp. 77-112. doi: 10.21608/edusohag.2021.177950
Ali Alshehri, F. The Relationship between Learners’ Motivation, Gender and Completion of MOOCs in Saudi Arabia. test, 2021; 87(87): 77-112. doi: 10.21608/edusohag.2021.177950

The Relationship between Learners’ Motivation, Gender and Completion of MOOCs in Saudi Arabia

المجلة التربوية لکلية التربية بسوهاج
Article 30, Volume 87, Issue 87, July 2021, Pages 77-112    PDF (694.04 K)
Document Type: المقالة الأصلية
DOI: 10.21608/edusohag.2021.177950
Author
Farraj Ali Alshehri*
Learning Solutions Principal Consultant Saudi ArabiaAbstract
Abstract
            This study examined the relationship among learners’ motivation, gender, and completion of MOOCs in Saudi Arabia. Keller’s ARCS motivation model was used as the theoretical framework. In this non-experimental survey study, 238 Saudi learners of MOOCs completed the Instructional Materials Motivation Survey (IMMS).
            Chi-square tests, independent samples t-tests, multiple regression, and         logistic regression were used to analyze the data. The findings showed a low dropout rate and a significant relationship between gender and motivation in MOOCs. Also, females indicated higher motivation levels than males. In addition, there was a positive relationship between learners’ motivation and completion of MOOCs.
Keywords
Keywords: MOOCs; e; courses; Keeler's motivation model; education design
References
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