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, Page 77-112 PDF (694.04 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/edusohag.2021.177950 | ||||
 View on SCiNiTO | ||||
| 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 | ||||
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