The Interplay of Motivation and Quality of Instructions in the Self-Paced Program: A MOOC for Administration Staffs

Abstract

A MOOC has disrupted traditional learning methods. With electronic gadgets and internet support, this online learning platform enables many participants to access abundant learning materials and other instructional resources for free. This paper aims to present a sketch of the relationship between the online participants' motivation with MOOC quality. Involving about ninety-five participants from the university administration staff, the authors have divided them into three groups: high achievers (HA), middle achievers (MA), and low achievers (LA). This study has found that motivation significantly influences active participation in the MOOC program. The MOOC design quality also affects the participants' perception upon completing the MOOC. This study suggests that MOOC designers should develop relevant instructional materials and adjust the difficulty level in the MOOC's contents to enhance meaningful learning.