Programmeerimise MOOCidele registreerumise motivatsiooni seos osalejate taustaandmetega
Date
2018
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Abstract
MOOCe iseloomustavast vaba ligipääsu ja eeltingimuste puudumise põhimõttest tulenevalt on kursustele oodatud väga erineva tausta ja motivatsiooniga õppijad, mis teeb keeruliseks kõigile osalejatele sobiva kursuse ülesehituse leidmise. Magistritöö eesmärgiks oli välja selgitada osalejate vanuse, eelneva kõrgeima haridustaseme ja soo võimalikud seosed MOOCile “Programmeerimise alused” registreerumise motivatsiooniga. Uurimuse valim moodustus 2017. aasta kevadel “Programmerimise alused” MOOCil osalejatest. Andmeanalüüsi tulemusena selgusid mitmed statistiliselt olulised seosed osalejate taustaandmete ja motivatsioonifaktorite vahel. Motivatsiooni ning osalejate vanuse, eelneva kõrgeima haridustaseme ja soo vaheliste seoste mõistmine aitab tulevikus kohandada MOOCe erinevatele õppijatele sobivaks.
MOOCs (Massive Open Online Courses) are courses that can be accessed free from fees and preconditions for everybody. Due to the different motivation and background factors of the participants finding the most suitable structure for the course is complicated. The aim of this master’s thesis was to find possible connections between motivational factors that influence enrolment in programming MOOC and participant’s age, previous education and gender. The sample of this analysis consisted of the participants of “Introduction to Programming” MOOC, which was carried out in the spring of 2017. Several statistically significant connections were found. More precise understanding of the connections between motivation and background factors help to design and carry out better MOOCs in the future.
MOOCs (Massive Open Online Courses) are courses that can be accessed free from fees and preconditions for everybody. Due to the different motivation and background factors of the participants finding the most suitable structure for the course is complicated. The aim of this master’s thesis was to find possible connections between motivational factors that influence enrolment in programming MOOC and participant’s age, previous education and gender. The sample of this analysis consisted of the participants of “Introduction to Programming” MOOC, which was carried out in the spring of 2017. Several statistically significant connections were found. More precise understanding of the connections between motivation and background factors help to design and carry out better MOOCs in the future.