Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour

Sep 12, 2019·
Maartje Henderikx
Marco Kalz
Marco Kalz
· 1 min read
Abstract
Reaching goals can be challenging, especially if they are not in the near future like with learning in MOOCs. The aim of this explorative study was to get insight in this goal achievement process, which can help to understand learner behaviour. Two research questions were examined namely: (1) what goals do learners set, and do they succeed in reaching these goals? and (2) how does the course of action of several learners look taking Gollwitzer’s Rubikon model of action phases as a guideline? We found that even though learners did not achieve the goals they set, they were still generally satisfied with the knowledge they gained. In addition, learners went more or less intuitively through the theorised action phases, yet typically did not take the time to deliberately plan (before the start) and evaluate (after finishing) their learning process. This insight can serve as starting point for developing supporting tools for learners and personalised dashboards, which can offer the tools at appropriate times in a learner’s course of action.
Type
Publication
Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge, 59-69. Springer International Publishing
publications publications

Henderikx, M., Kalz, M. (2019). Goal Setting and Striving in MOOCs: A Peek Inside the Black Box of Learner Behaviour. In Calise, M., Delgado Kloos, C., Reich, J., Ruiperez-Valiente, J., Wirsing, M. (eds) Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge. (pp.59-69). EMOOCs 2019. Lecture Notes in Computer Science, vol 11475. Springer, Cham. https://doi.org/10.1007/978-3-030-19875-6_8

Open Education MOOCS Online Learning Success Dropout Intention
Marco Kalz
Authors
Marco Kalz
Professor of Educational Technology

I am a researcher in educational technology whose work explores how digital technologies reshape learning, teaching, and educational institutions. My research combines educational technology, learning sciences, feedback research, and critical perspectives on digital transformation.Current areas of interest include peer feedback and feedback literacy, open and networked learning, AI and misinformation in education, digital learning ecologies, and the societal implications of data-driven and platform-based education. Methodologically, my work spans empirical learning research, psychometric scale development, design-oriented research, and conceptual analyses of digital transformation in education.

I am working as a full professor of educational technology and Chief Information/Chief Digital Officer (CIO/CDO) at the Heidelberg University of Education. I serve as associate editor of the International Journal of Artificial Intelligence in Education and editorial board member of the Journal of Computing in Higher Education. I am a senior-fellow of the Interuniversity Center for Educational Sciences (ICO) and the Dutch research school on information and knowledge systems (SIKS). I work as director of the study program E-Learning and Media Education and director of the Heidelberg Centre for Digital Transformation in Education. Over the years I could secure approx. 4 Mio EUR of research funding for my institutions from competitive projects with a total budget of 36 Mio EUR. I have been an invited keynote speaker on more than 60 conferences and events. Besides European projects I am regularly involved in educational innovation and consulting projects with partners inside and outside of my institutions including clients like the International Labour Organisation, United Nations Environment Program, the European Commission, UNESCO, OECD or other international and national organizations.