Abstract
MOOC, as a kind of free open online courses, has rapidly swept the world in recent years and aroused frenzy and widespread concern at home and abroad. In-depth research on MOOC has been conducted from different angles in domestic academic circles. Seen from the high enrollment rate and the extremely low passing rate, it is generally considered in existing research achievements that a low completion rate is a major bottleneck restricting MOOC development[1]. Does the low completion rate mean that the overall learning effect is poor? We try finding the answer to the question from another angle. MOOC learning effect is explored from the perspective of the learning motivations of MOOC learners in this paper, and it is innovatively put forward from a new perspective that different MOOC learning effect evaluation systems should be established based on different learning motivations, which has enriched MOOC research-related theories and provided theoretical support for the sustainable development of MOOC.
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