Self-Directed Learning and Intrinsic Motivation Levels in MOOCs

Abstract

The aim of this study was to determine the relationship between the intrinsic motivation levels and self-directed learning levels of learners within a massive open online course environment. In addition, the relationship between these variables and the technology competences/average daily use times of technology were also studied. This study was conducted with predictive design, one of the relational design types. In this context, a personal information form, self-directed learning scale and intrinsic motivation scale were used as data collection tools. The study had 295 participants who completed at least one full course in “Akadema”, the massive online open course platform of Anadolu University. The results obtained from the study indicate a near-medium level positive statistically significant level of correlation between the self-directed learning and intrinsic motivation levels of learners. Furthermore, the regression analysis conducted in the study resulted in the self-directed learning levels explaining intrinsic motivation levels at a 20.5% ratio. Based on the findings of the study, various recommendations were made regarding developing the technology competences and self-directed learning skills of students.

Keywords

• Massive open online learning environments
• online learning
• self-directed learning
• intrinsic motivation
• regression analysis