Artículo

Search Results

Now showing 1 - 2 of 2

Psychometric assessment of a tool to evaluate motivation and knowledge of an energy-related topic MOOC
(Taylor & Francis, 2022-01-31) Valdivia Vázquez, Juan Antonio; Valenzuela González, Jaime Ricardo; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de Monterrey
Online education has increased over the last two decades in response to an increasing learning demand. Massive open online courses (MOOCs) seem to be an adequate tool to facilitate current educational dynamics. However, evaluating students’ motivation and learning to predict their engagement when attending a MOOC represents a challenge. This study combines characteristics of data from MOOC environments (e.g., large sample size) with well-established psychometric methodology (validity and reliability estimations) to attain a reliable resource to evaluate MOOC participants. Four independent datasets from MOOCs on energy-related topics were used to psychometrically examine the new “Initial survey of interests, motivations, and knowledge regarding MOOCs” (EIIMC-MOOC). The results indicate that the EIIMCMOOC is a valid, reliable and stable tool to evaluate initial motivation and prior knowledge of participants attending energy-related topics.
Motivation and Knowledge: Pre and Post Assessment of MOOC participants from an Energy and Sustainability Project
(2018) Valdivia Vázquez, Juan Antonio; Ramírez-Montoya, María Soledad; Valenzuela-González, Jaime Ricardo; Tecnológico de Monterrey
Understanding factors promoting or preventing participants’ completion of a massive open online course (MOOC) is an important research topic, as attrition rates remain high for this environment. Motivation and digital skills have been identified as aspects promoting student engagement in a MOOC, and they are considered necessary for success. However, evaluation of these factor has often relied on tools for which the psychometric properties have not been explored; this suggests that researchers may be working with potentially inaccurate information for judging participants’ profiles. Through a set of analyses (t-test, exploratory factor analysis, correlation), this study explores the relationship between information collected by administering valid an reliable pre and post instruments to measure traits of MOOC attendees. The findings from this study support previously reported outcomes concerning the strong relationships among motivation, previous knowledge and perceived satisfaction factors for MOOC completers. Moreover, this study gives evidence of the feasibility of developing valid assessments for evaluation purposes.

Artículo

Browse

Filters

Settings

Sort By

Results per page

Search Results