Siinviidatu leidis koha peamiselt põhjusel, et MOOCid on eestikeelses ruumis endiselt alatähtsustatud. Tõsi, minu väite aluseks on tagasihoidlik empiiria ainult nendest avalikest organisatsioonidest, mille praktikad minuni jõuavad ning seetõttu võin olla eksiteel. Minuni jõudnud praktikad kinnitavad, et MOOCidel osalemisest on mõtet rääkida ainult siis, kui on ette näidata “tunnistus” ning ka sel juhul on see pigem midagi, mida ei maksa väga tõsiselt võtta. Kui tunnistust ei ole, siis ei ole ka millestki rääkida. Olen osalenud sadadel MOOCidel, kuid tunnistusi on üksikuid ainuüksi põhjusel, et minu motivatsioon on saada teadmisi ja seda pakuvad paljud platvormid tasuta. Kui aga soovid ka tunnistust, tuleb selle eest maksta. Kas hakkan tööandjalt raha paluma? Võtan ette bürokraatiakadalipu? Tänan, ei.
Research on MOOCs and their audiences places great emphasis on ways of engaging the participants in online activities. For instance attention has been paid to the phenomenon of dropout in MOOCs, even if it is commonly accepted that, in this specific case, it is important to be mindful with one’s definition of dropout (Chaker & Bachelet, 2020), since these massive online courses, by definition, do not obey the classical academic form (Kizilcec, Piech and Schneider, 2013). As Kizilcec and Schneider (2015, p.2) put it: “Many learners interact with these courses in ways that would not be considered ‘successful’ with respect to instructor-defined criteria of success”.
I duced by Csikszentmihalyi in 1975, flow is a state of fulfillment linked to the deep involvement and sense of absorption that people experience when faced with demanding tasks and when they perceive that their skills allow them to meet these challenges. In an educational setting, the state of flow is reached when at no time learning or understanding is interrupted by any concern about how to achieve the task at hand, nor by external disruptive elements. This psychological state is regarded as a form of optimal experience, leading to the – ultimate – autotelic state: to engage in an activity for its own sake (Csikszentmihalyi, 1990).
In this study, we chose to focus on the flow determinants (namely learning intentions) and flow learning outcomes (MOOC success and dropout), as flow relates to optimal experience, i.e. autotelic experience, during the learning phase (Csikszentmihalyi & Csikszentmihalyi, 1992), and as such is one of the most powerful predictor of individual engagement in learning activities.
MOOCil osalejate eesmärgid:
Similarly, Hew and Cheung (2014) sum up four reasons why learners enroll in a MOOC: to learn about a certain topic, to experience taking a complete online course along with thousands of other people, for the personal challenge and with the motive of earning as many course certificates as possible.
As flow often occurs when there is a perception of an optimal balance between personal skills and the demands of the task (Heutte et al., 2016b), its framework is then specifically designed to be put into practice in educational settings. […] Building from the definition given from Agarwal and Karahanna (2000), Heutte et al. (2014a, p. 167) defines Cognitive Absorption (CA) as “a state of deep engagement focused on the will to understand with, as without, the use of digital technologies”.
Our results show that, to better explain success in a MOOC is to not consider the enrollment intentions and psychological states during the learning process separately but together in the same predictive model. […] These results show that different enrollment intentions can lead to different learning outcomes, both with the autotelic dimension of flow as a mediating effect.
Chaker, R., Bouchet, F., & Bachelet, R. (2022). How do online learning intentions lead to learning outcomes? The mediating effect of the autotelic dimension of flow in a MOOC. Computers in Human Behavior, 107306.