Abstract
Background
Learners in a given massive open online course (MOOC) are usually provided with the same learning materials, guided by the same syllabus, and assessed in the same format. This “one‐size‐fits‐all” approach constrains learners' ability to reap the optimal benefits from online learning.
Objectives
This study aims to characterize learners' differences in MOOC learning. Specifically, it examines how learners might vary in their enrolment motivation and the development of continuance intention to learn in a MOOC because of their gender and employment status.
Methods
Data were collected via a questionnaire survey. Quantitative and qualitative methods were used to analyse data from 664 learners in a Chinese MOOC.
Results and Conclusion
The research revealed significant differences in learners' enrolment motivation across groups defined by employment status, but not for gender groups. Learner groups defined by gender and employment status experienced variant psychological processes when deciding to continue to learn in the MOOC.
Major Takeaways
Working adults stressed the instrumental values derived from MOOC learning; therefore, it is vital to design and integrate additional features into the MOOC to satisfy their needs. Besides, it would be critical to understand female learners' and working adults' expectations of MOOC learning, as they are more sensitive to confirmation in determining their attitudes toward learning in a MOOC. A short pre‐course survey of learners' expectations would serve the purpose.
Lay Description
What is already known about this topic?
Gender and employment status are associated with varied learning outcomes in MOOCs.
Motivation and continuance intention are two critical psychological mechanisms.
Confirmation, satisfaction, and attitude are determinants of continuance intention.
What this paper adds?
Students' enrolment motivation is significantly different from that of working adults.
No significant difference was found in motivation across gender.
Working adults' and female learners' attitudes were more determined by confirmation.
Students and male learners depended more on satisfaction in forming their attitudes.
Implications for practitioners
Working adults stressed the instrumental value derived from MOOC learning.
Extra features should be integrated into MOOCs to satisfy working adults' needs.
It is critical to understand female learners' and working adults' expectations.
A short pre‐course survey could shed light on learners' expectations