How Affect Autonomous and Controlled Motivation using Massive Open Online Course?

Erri Wahyu, Puspitarini and Hari, Moerti and Anik Vega, Vitianingsih and Anastasia, Maukar and Fitri, Marisa and Saiful, Bukhori (2021) How Affect Autonomous and Controlled Motivation using Massive Open Online Course? In: 2021 International Conference on Computer Science, Information Technology, and Electrical Engineering (ICOMITEE), 27-28 October 2021, Banyuwangi, Indonesia.

Text 6p-ICOMITEE.pdf - Published Version Download (5MB)

Abstract

Higher Education is currently facing various challenges since the Covid-19 pandemic, especially for teaching and learning activities using online learning. Massive Open Online Course (MOOC), one of the newest forms of innovation used as an online learning tool. MOOC is the most recent stage in the development of open educational resources. The inflexibility or standardization of lectures will reduce the enthusiasm of students to participate in MOOCs. MOOCs are part of a growing trend in higher education, but motivation from students is dwindling. This study uses the ACM (Autonomous and Controlled Motivation) model to measure how much influence autonomous motivation has on student's intention to use the MOOC application. It also measures how much influence controlled motivation has on students' choice to use the MOOC application as online learning. Respondents in this study were higher education students who used the MOOC application. The statistical test of the ACM model has been carried out using smart-PLS software to test the proposed hypothesis. The result showed that autonomous and control motivation were significant determinants of perceived behavior control. Eventually, the instructor can assist institutions in initiating MOOC-based online education, as well as increasing student involvement and engagement

Actions (login required)

View Item