Abstract
Massive open online course (MOOC) has been widely used as a supplementary education tool in higher education. However, MOOC efficacy was doubted for its low completion rate compared with traditional face-to-face courses. To explore the factors affecting MOOC learning in higher education, our study presents a constructivist grounded theory on the process of how college students learned MOOC. Sixteen participants from a college in China were interviewed. After analyzing the transcripts of interviews by open coding, axial coding, and selective coding, the findings indicate that college students studied MOOC because of intrinsic motivation, extrinsic motivation, and enhanced motivation. MOOC learners encountered barriers of learning devices and learning locations. MOOC learning behaviors had characteristics of fragmented, unplanned, and low priority. MOOC has birth defects in learning motivation and learning environment which lead to poor learning behavior. A conceptual model was built to reflect the relationships among motivation defect, environment defect, behavior, and college. Implications are provided for college instructors and administrators to improve MOOC teaching and learning effectiveness.
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