Publication Date

2018

Document Type

Dissertation/Thesis

First Advisor

Xie, Ying

Degree Name

Ph.D. (Doctor of Philosophy)

Department

Department of Educational Technology, Research and Assessment

LCSH

Educational technology||Sex role--Study and teaching||Gender identity--Study and teaching

Abstract

Massive Open Online Courses (MOOCs) are widespread and still growing due to their modernity and proliferation. However, one of the concerns of MOOCs is the high dropout rate of enrollees. Focusing on this issue, especially in Saudi Arabia where there is a lack of literature and special characteristics such as adopting single-sex education system, was an essential reason for conducting the current study. 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. The results can be beneficial for online learning stakeholders as well as MOOCs providers, designers, and researchers in Saudi Arabia.

Comments

Advisors: Ying Xie.||Committee members: Rebecca Hunt; Thomas Smith.||Includes illustrations.||Includes bibliographical references.

Extent

116 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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