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Persistence, performance, and goal setting in massive open online courses Li, K Johnsen, J Canelas, DA 2022-04-01T13:29:42Z 2022-04-01T13:29:42Z 2021-05-01
dc.identifier.issn 0007-1013
dc.identifier.issn 1467-8535
dc.description.abstract Goal setting is an important component in successful teaching and learning, but relatively little is known about its impact on course persistence and achievement in massive open online courses. Using an experimental design and employing a variety of data including student writings, content-related assignment attempts, and quantitative achievement in the courses, we compared the outcomes of two groups of learners who were given different writing prompts at the beginning of their course. While no overall effects of writing prompt type on the dependent variables were observed, highly statistically significant differences were found when goal writings were more closely examined and compared via qualitative coding. When learners’ written responses to prompts contained either learning or performance goals, those participants both achieved more and engaged in learning longer than participants whose written responses did not fall into either of these categories. Practitioner notes What is already known about this topic Goals are related to students’ behaviors and performance. Performance goals’ influences on learning have inconsistent results, while learning goals are considered beneficial. What this paper adds The effects of conscious goal setting in massive open online courses (MOOCs) may be different from traditional learning contexts. Having either learning and performance goals results in better persistence and performance than not having these goals. Implications for practice and/or policy More interventions should be designed to help MOOC learners set and commit to their goals. Use MOOC learner's learning and performance goals to promote learning and persistence.
dc.language en
dc.publisher Wiley
dc.relation.ispartof British Journal of Educational Technology
dc.relation.isversionof 10.1111/bjet.13068
dc.title Persistence, performance, and goal setting in massive open online courses
dc.type Journal article Canelas, DA|0493949 2022-04-01T13:29:40Z
pubs.begin-page 1215
pubs.end-page 1229
pubs.issue 3
pubs.organisational-group Duke
pubs.organisational-group Trinity College of Arts & Sciences
pubs.organisational-group Chemistry
pubs.publication-status Published
pubs.volume 52
duke.contributor.orcid Canelas, DA|0000-0001-7486-490X

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