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Correlation analysis between expectancy-value and achievement goals in MOOCs on energy sustainability: profiles with higher engagement

Luis M. Romero-Rodríguez (Department of Communication Sciences and Sociology, Rey Juan Carlos University, Madrid, Spain and ESAI Business School, Universidad de Especialidades Espiritu Santo, Samborondon, Ecuador)
María Soledad Ramírez-Montoya (School of Humanities and Education, Tecnológico de Monterrey, Mexico City, Mexico)
Jaime Ricardo Valenzuela González (School of Humanities and Education, Tecnológico de Monterrey, Mexico City, Mexico)

Interactive Technology and Smart Education

ISSN: 1741-5659

Article publication date: 14 July 2020

Issue publication date: 22 September 2020

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Abstract

Purpose

This paper aims to analyze the interrelationship that exists between expectancy-value and achievement goals as factors that are decisive for participants’ higher engagement in 12 massive open online courses (MOOCs) on energy sustainability and to determine the profile of participants achieving higher success rates.

Design/methodology/approach

A qualitative–quantitative study of correlational and descriptive scope is carried out on two instruments based on pre- and post-tests of 6,029 participants, which is followed by a qualitative data analysis distributed by code families to identify participants’ main motivations to take MOOCs.

Findings

The results showed a positive moderate-high correlation between expectancy-value and achievement goals, which means in a practical sense that the participants’ subjective estimates of the possibility of reaching their goals prior to the beginning of the course were fulfilled, as the intentionality of the subjects-participants was positive with respect to the contents imparted.

Practical implications

The profiles of participants with a higher tendency to successfully finish the course and with high rates of engagement share the following characteristics: having previously and successfully finished more than one MOOC; taking the MOOC for work purposes (promotion, seeking better job opportunities, etc.); and having intrinsic motivation, that is, not depending on external factors such as obligations and certifications.

Originality/value

This research suggests that there are pre-educational factors that define the trend of successful completion of MOOCs, based on expectancy-value (e.g. previous experiences with other MOOCs) and achievement goals (e.g. job improvement), with external motivational issues such as completion certificates being less prevalent in the learning intention.

Keywords

Acknowledgements

This research has been realized in the framework of Project 266632 “Laboratorio Binacional para la Gestión Inteligente de la Sustentabilidad Energética y la Formación Tecnológica” (Binational Laboratory for the Intelligent Management of the Energy Sustainability and the Technological Formation), with financing of energy sustainability fund CONACYT-SENER (Agreement: S0019201401).

Deleted for Peer Review.

Citation

Romero-Rodríguez, L.M., Ramírez-Montoya, M.S. and Valenzuela González, J.R. (2020), "Correlation analysis between expectancy-value and achievement goals in MOOCs on energy sustainability: profiles with higher engagement", Interactive Technology and Smart Education, Vol. 17 No. 4, pp. 417-434. https://doi.org/10.1108/ITSE-01-2020-0017

Publisher

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Emerald Publishing Limited

Copyright © 2020, Emerald Publishing Limited

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