Motivational Styles and MOOC Learners

The following is a brief reflection on how learning motivation styles influence lifelong learners' approach MOOCs and, in particular, how motivation styles affect their approach to assessments.

Conner (2014) describes motivational styles related to learning in three categories: learning-oriented, goal-oriented and relationship-oriented as follows:If you are learning-oriented, the practice of learning, itself, drives you. You search for knowledge because learning delights you and you may become frustrated by anything that requires you to spend more time following procedures than on actual learning. If you are goal-oriented, you probably reach for your goals through a direct and obvious route. This might lead you to a reference book, a browser, or to call an expert—whatever means is available. You usually prefer meeting in person when it’s the most effective method and don’t find learning, itself, much fun. If you are relationship-oriented, you take part in learning mainly for social contact. When you meet and interact with people, you learn things along the way. You may not like working independently or focusing on topics (separately from the people) because that doesn’t give you the interactivity you crave  (Conner, 2014, p.2).

How might motivation styles influence learning in MOOCs? For this question I will focus on lifelong learners who choose to follow MOOCs. These learners are likely to be learning-oriented and goal-oriented people because they need to be very focused on the topic that they have chosen in order to persist in these free online courses. For people who are curious, the MOOC experience offers a choice of a wide range of topics and, with relatively little effort, one gets access to good instructors, well-curated reference materials, and enjoyable assessment activities. If you are learning-oriented you may or may not care about a certificate, or even finishing the course, because you ‘mine’ the course modules for what interests you and move on. If you are more goal-oriented, you may enjoy completing all the assessment activities, including interaction with others through the discussion forums, and, when you successfully finish, you end up with a certificate.

What role does motivation plays in MOOC assessments? Goal-oriented people appreciate assessments especially when they are summative assessments as they can see and touch a tangible product (certificate or badge) confirming their learning. Learning-oriented people appreciate formative assessments such as online quizzes because they help them to self-assess their learning achievements and gaps. Whereas relationship-oriented people appreciate discussion groups, which in MOOCs are usually through discussion forums within the LMS, as these interactions help them with learning.

Reference

Conner, M. (2014). What is your motivation style? Retrieved from  http://marciaconner.com/assess/motivationstyle/