Section 4. Motivation in a LMOOC
What are the major motivational parameters that students show before starting a LMOOC? How can course developers change their approach to meet these motivational features?
Research on motivation has mainly focused on two types of approaches – cognitive (Wigfield & Eccles, 2000) and sociopscychological (Gardner & Lambert, 1972). The first approach treats motivation as a very dynamic process that depends on different factors. The second approach is based on instrumental motivation. Motivation is explored in some studies on foreign language teaching and learning (Dornyei, 2003). So-called intrinsic motivation is directly connected with learner’s enjoyment of fulfilling the task.
It is predicted that in the near future students will continue to adapt to the model that has begun to appear in MOOCs, particularly in LMOOCs. LMOOC developers can expect that learners will be young and well-educated, they will work or study. Due to the fact that enrollment in a MOOC is not obligatory, LMOOC developers can expect their students to be highly motivated. Nevertheless, it is necessary to take into account the pressure which may worry MOOC learners. Learners should not feel tension or pressure because of technical or linguistic demands the online course might cause.
Dornyei, Z. (2003). Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications. Language Learning, 53(S1), 3–32.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language learning. Newbury House Publishers.
Wigfield, A., & Eccles, J. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology no 25, 68-81.